Dépouillements

A more holistic approach to autism using the International Classification of Functioning: The why, what, and how of functioning / Sven BÖLTE in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.3-6 Titre : A more holistic approach to autism using the International Classification of Functioning: The why, what, and how of functioning Type de document : Texte imprimé et/ou numérique Auteurs : Sven BÖLTE, Auteur Article en page(s) : p.3-6 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613221136444 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] A more holistic approach to autism using the International Classification of Functioning: The why, what, and how of functioning [Texte imprimé et/ou numérique] / Sven BÖLTE, Auteur . - p.3-6. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.3-6 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613221136444 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Benefits and harms of interventions to improve anxiety, depression, and other mental health outcomes for autistic people: A systematic review and network meta-analysis of randomised controlled trials / Audrey LINDEN in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.7-30 Titre : Benefits and harms of interventions to improve anxiety, depression, and other mental health outcomes for autistic people: A systematic review and network meta-analysis of randomised controlled trials Type de document : Texte imprimé et/ou numérique Auteurs : Audrey LINDEN, Auteur ; Lawrence BEST, Auteur ; Freya ELISE, Auteur ; Danielle ROBERTS, Auteur ; Aoife BRANAGAN, Auteur ; Yong Boon Ernest TAY, Auteur ; Laura CRANE, Auteur ; James CUSACK, Auteur ; Brian DAVIDSON, Auteur ; Ian DAVIDSON, Auteur ; Caroline HEARST, Auteur ; William MANDY, Auteur ; Dheeraj RAI, Auteur ; Edward SMITH, Auteur ; Kurinchi GURUSAMY, Auteur Article en page(s) : p.7-30 Langues : Anglais (eng) Mots-clés : adolescents  adults  anxiety  autism spectrum disorders  depression  interventions - pharmacologic  interventions - psychosocial/behavioural  school-age children Index. décimale : PER Périodiques Résumé : Mental health difficulties are prevalent in autistic people with ~14%-50% having experienced depression and ~40%-80% having experienced anxiety disorders. Identifying interventions that improve autistic people’s mental health is a top priority. However, at present, there is no high-quality network meta-analysis of benefits and harms of different interventions. We conducted a systematic review and network meta-analysis of randomised controlled trials, searching MEDLINE, EMBASE, other databases, and trial registers until 17 October 2020. We included randomised controlled trials reporting anxiety or depression in a suitable format. We calculated effect estimates and 95% credible intervals using Bayesian network meta-analysis. Our search identified 13,794 reports, of which 71 randomised controlled trials (3630 participants) were eligible for inclusion. All trials had high risk of bias. The follow-up period ranged from 1 to 24 months. Evidence indicates uncertainty about the effects of different interventions, with more high-quality evidence needed. Available evidence suggests that some forms of cognitive behavioural therapy may decrease anxiety and depression scores in autistic children and adults; mindfulness therapy may decrease anxiety and depression scores in autistic adults with previous mental health conditions; and behavioural interventions may provide some benefit for depression in autistic children. We recommend that autistic people are given access to mental health interventions available to non-autistic people, following principles of person-centred care. PROSPERO registration ID: CRD42019136093 Lay Abstract Nearly three out of four autistic people experience mental health problems such as stress, anxiety or depression. The research already done does not guide us on how best to prevent or treat mental health problems for autistic people. Our aim was to look at the benefits and harms of different interventions on mental health outcomes in autistic people. We searched all the published randomised controlled trials (RCTs) about interventions for mental health conditions in autistic people until 17 October 2020. We also searched for RCTs that were not published in peer-reviewed journals. These were obtained from registers of clinical trials online. We then combined the information from all these trials using advanced statistical methods to analyse how good the interventions are. Seventy-one studies (3630 participants) provided information for this research. The studies reported how participants were responding to the intervention for only a short period of time. The trials did not report which interventions worked for people with intellectual disability. In people without intellectual disability, some forms of cognitive behavioural therapy and mindfulness therapy may be helpful. However, further research is necessary. Many trials used medications to target core features of autism rather than targeting mental health conditions, but these medications did not help autistic people. Until we have more evidence, treatment of mental health conditions in autistic people should follow the evidence available for non-autistic people. We plan to widely disseminate the findings to healthcare professionals through medical journals and conferences and contact other groups representing autistic people. En ligne : http://dx.doi.org/10.1177/13623613221117931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Benefits and harms of interventions to improve anxiety, depression, and other mental health outcomes for autistic people: A systematic review and network meta-analysis of randomised controlled trials [Texte imprimé et/ou numérique] / Audrey LINDEN, Auteur ; Lawrence BEST, Auteur ; Freya ELISE, Auteur ; Danielle ROBERTS, Auteur ; Aoife BRANAGAN, Auteur ; Yong Boon Ernest TAY, Auteur ; Laura CRANE, Auteur ; James CUSACK, Auteur ; Brian DAVIDSON, Auteur ; Ian DAVIDSON, Auteur ; Caroline HEARST, Auteur ; William MANDY, Auteur ; Dheeraj RAI, Auteur ; Edward SMITH, Auteur ; Kurinchi GURUSAMY, Auteur . - p.7-30. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.7-30 Mots-clés : adolescents  adults  anxiety  autism spectrum disorders  depression  interventions - pharmacologic  interventions - psychosocial/behavioural  school-age children Index. décimale : PER Périodiques Résumé : Mental health difficulties are prevalent in autistic people with ~14%-50% having experienced depression and ~40%-80% having experienced anxiety disorders. Identifying interventions that improve autistic people’s mental health is a top priority. However, at present, there is no high-quality network meta-analysis of benefits and harms of different interventions. We conducted a systematic review and network meta-analysis of randomised controlled trials, searching MEDLINE, EMBASE, other databases, and trial registers until 17 October 2020. We included randomised controlled trials reporting anxiety or depression in a suitable format. We calculated effect estimates and 95% credible intervals using Bayesian network meta-analysis. Our search identified 13,794 reports, of which 71 randomised controlled trials (3630 participants) were eligible for inclusion. All trials had high risk of bias. The follow-up period ranged from 1 to 24 months. Evidence indicates uncertainty about the effects of different interventions, with more high-quality evidence needed. Available evidence suggests that some forms of cognitive behavioural therapy may decrease anxiety and depression scores in autistic children and adults; mindfulness therapy may decrease anxiety and depression scores in autistic adults with previous mental health conditions; and behavioural interventions may provide some benefit for depression in autistic children. We recommend that autistic people are given access to mental health interventions available to non-autistic people, following principles of person-centred care. PROSPERO registration ID: CRD42019136093 Lay Abstract Nearly three out of four autistic people experience mental health problems such as stress, anxiety or depression. The research already done does not guide us on how best to prevent or treat mental health problems for autistic people. Our aim was to look at the benefits and harms of different interventions on mental health outcomes in autistic people. We searched all the published randomised controlled trials (RCTs) about interventions for mental health conditions in autistic people until 17 October 2020. We also searched for RCTs that were not published in peer-reviewed journals. These were obtained from registers of clinical trials online. We then combined the information from all these trials using advanced statistical methods to analyse how good the interventions are. Seventy-one studies (3630 participants) provided information for this research. The studies reported how participants were responding to the intervention for only a short period of time. The trials did not report which interventions worked for people with intellectual disability. In people without intellectual disability, some forms of cognitive behavioural therapy and mindfulness therapy may be helpful. However, further research is necessary. Many trials used medications to target core features of autism rather than targeting mental health conditions, but these medications did not help autistic people. Until we have more evidence, treatment of mental health conditions in autistic people should follow the evidence available for non-autistic people. We plan to widely disseminate the findings to healthcare professionals through medical journals and conferences and contact other groups representing autistic people. En ligne : http://dx.doi.org/10.1177/13623613221117931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Healthcare clinician perspectives on the intersection of autism and gender dysphoria / Kate COOPER in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.31-42 Titre : Healthcare clinician perspectives on the intersection of autism and gender dysphoria Type de document : Texte imprimé et/ou numérique Auteurs : Kate COOPER, Auteur ; William MANDY, Auteur ; Ailsa RUSSELL, Auteur ; Catherine BUTLER, Auteur Article en page(s) : p.31-42 Langues : Anglais (eng) Mots-clés : autism adaptations  autism spectrum disorders  gender clinics  gender dysphoria  gender identity  health services  transgender healthcare Index. décimale : PER Périodiques Résumé : Autistic people are over-represented at gender clinics, but there is limited research to guide clinical practice with this group. We investigated the perspectives of clinicians working with autistic patients who experience gender dysphoria. We asked clinicians about the relationship between autism and gender dysphoria, and whether they work differently with this patient group. We recruited clinicians from young person and adult gender clinics and autism services (n=16). We analysed the interview transcripts using interpretative phenomenological analysis (IPA). The first overarching theme was clinician understanding of the intertwined experiences of patients, with four subthemes: (a) coming to an individualised understanding of autism, gender dysphoria, and mental health; (b) different ways of thinking about gender; (c) social differences as barriers and facilitators to gender comfort; (d) the challenge of sensory sensitivities and puberty. The second overarching theme was mismatch of patient and clinician communication styles and goals, with three subthemes: (a) different communication of gender needs; (b) changing clinical sessions to overcome barriers; (c) tension between clinician and patient aims and thinking styles. We conclude that autism adaptations should be made in gender settings, by increasing clinician understanding of how autism and gender dysphoria can intersect, as well as by making adjustments to clinic processes. Lay Abstract Autistic people are more likely to have a gender identity which does not match their sex assigned at birth. Some people experience distress about their sex and gender not matching, which is called gender dysphoria. Such individuals may wish to attend a gender clinic to access healthcare support for gender dysphoria. Currently, there is limited evidence to help clinicians best support autistic people who need healthcare for gender dysphoria. We wanted to find out what healthcare clinicians think about working with autistic patients with gender dysphoria. We interviewed 16 clinicians who work in healthcare services with adults and young people who are autistic and experience gender dysphoria. We recorded the interviews and carefully analysed the content to find key themes. We found that clinicians worked with patients to try and better understand their experiences of gender dysphoria. Clinicians identified features of autism that they believed were related to gender identity and dysphoria including different thinking styles, social differences, and sensory sensitivities. Clinicians noticed that autistic people spoke about their gender in different ways to non-autistic people. Clinicians tried to adapt their practice to better meet the needs of their autistic patients. These adaptations tended to focus on differences in the assessment process, for example, offering longer or shorter appointments and changing their communication style. We conclude that clinicians were offering an individualised approach to autistic patients experiencing gender dysphoria. However, these clinicians were particularly interested in working with autistic people, and so may not be representative of the wider clinician population. Clinicians working in this area should receive training on autism adaptations and the intersection of autism and gender dysphoria. En ligne : http://dx.doi.org/10.1177/13623613221080315 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Healthcare clinician perspectives on the intersection of autism and gender dysphoria [Texte imprimé et/ou numérique] / Kate COOPER, Auteur ; William MANDY, Auteur ; Ailsa RUSSELL, Auteur ; Catherine BUTLER, Auteur . - p.31-42. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.31-42 Mots-clés : autism adaptations  autism spectrum disorders  gender clinics  gender dysphoria  gender identity  health services  transgender healthcare Index. décimale : PER Périodiques Résumé : Autistic people are over-represented at gender clinics, but there is limited research to guide clinical practice with this group. We investigated the perspectives of clinicians working with autistic patients who experience gender dysphoria. We asked clinicians about the relationship between autism and gender dysphoria, and whether they work differently with this patient group. We recruited clinicians from young person and adult gender clinics and autism services (n=16). We analysed the interview transcripts using interpretative phenomenological analysis (IPA). The first overarching theme was clinician understanding of the intertwined experiences of patients, with four subthemes: (a) coming to an individualised understanding of autism, gender dysphoria, and mental health; (b) different ways of thinking about gender; (c) social differences as barriers and facilitators to gender comfort; (d) the challenge of sensory sensitivities and puberty. The second overarching theme was mismatch of patient and clinician communication styles and goals, with three subthemes: (a) different communication of gender needs; (b) changing clinical sessions to overcome barriers; (c) tension between clinician and patient aims and thinking styles. We conclude that autism adaptations should be made in gender settings, by increasing clinician understanding of how autism and gender dysphoria can intersect, as well as by making adjustments to clinic processes. Lay Abstract Autistic people are more likely to have a gender identity which does not match their sex assigned at birth. Some people experience distress about their sex and gender not matching, which is called gender dysphoria. Such individuals may wish to attend a gender clinic to access healthcare support for gender dysphoria. Currently, there is limited evidence to help clinicians best support autistic people who need healthcare for gender dysphoria. We wanted to find out what healthcare clinicians think about working with autistic patients with gender dysphoria. We interviewed 16 clinicians who work in healthcare services with adults and young people who are autistic and experience gender dysphoria. We recorded the interviews and carefully analysed the content to find key themes. We found that clinicians worked with patients to try and better understand their experiences of gender dysphoria. Clinicians identified features of autism that they believed were related to gender identity and dysphoria including different thinking styles, social differences, and sensory sensitivities. Clinicians noticed that autistic people spoke about their gender in different ways to non-autistic people. Clinicians tried to adapt their practice to better meet the needs of their autistic patients. These adaptations tended to focus on differences in the assessment process, for example, offering longer or shorter appointments and changing their communication style. We conclude that clinicians were offering an individualised approach to autistic patients experiencing gender dysphoria. However, these clinicians were particularly interested in working with autistic people, and so may not be representative of the wider clinician population. Clinicians working in this area should receive training on autism adaptations and the intersection of autism and gender dysphoria. En ligne : http://dx.doi.org/10.1177/13623613221080315 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Using EMDR with autistic individuals: A Delphi survey with EMDR therapists / Naomi FISHER in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.43-53 Titre : Using EMDR with autistic individuals: A Delphi survey with EMDR therapists Type de document : Texte imprimé et/ou numérique Auteurs : Naomi FISHER, Auteur ; Caroline VAN DIEST, Auteur ; Marguerite LEONI, Auteur ; Debbie SPAIN, Auteur Article en page(s) : p.43-53 Langues : Anglais (eng) Mots-clés : autism  clinical supervision  EMDR  mental health  post-traumatic stress disorder  psychological therapy Index. décimale : PER Périodiques Résumé : Autistic individuals are at greater risk of experiencing adverse and traumatic life events. Eye Movement Desensitisation and Reprocessing (EMDR), a psychological therapy, is potentially effective for treating the constellation of difficulties arising from traumatic experiences, as well as mental health conditions. Yet minimal research has focused on how EMDR may require adaptation to improve its accessibility, acceptability and effectiveness for autistic individuals. In a three-round Delphi survey, 103 EMDR therapists were asked about barriers to EMDR for autistic individuals and adaptations employed to enhance therapy, so as to generate consensus about important or essential components of adaptations to EMDR. Four types of barriers were highlighted: client-related characteristics, therapist-related characteristics, differences in the therapeutic relationship and systemic issues. One hundred and twenty-four adaptations were identified, including 35 general adaptations (i.e. relevant across EMDR phases), 81 relating to specific EMDR phases and 8 about EMDR clinical supervision. Of these, 27 adaptations were used often or always by at least 80% of participants; a further 61 were sometimes incorporated within therapy, depending on the client. Study findings highlight the need for EMDR therapists to have training about autism and the potential ways of tailoring EMDR, and that individual case conceptualisation is key. Lay abstract Eye Movement Desensitisation and Reprocessing (EMDR) is a psychological therapy that can help people process memories and distress about past events, so they have less impact on their daily lives. EMDR can be effective for treating symptoms of post-traumatic stress disorder, including nightmares and anxiety. Psychological therapies usually require adaptation so they are more accessible and effective for autistic people, but minimal research has focused on how best EMDR can be adapted. In this online survey study, we asked 103 EMDR therapists about barriers they think autistic people face when trying to have EMDR and what adaptations they use in their everyday practice. Four barriers were highlighted: client-related characteristics, therapist-related characteristics, differences in the therapeutic relationship and broader issues. Therapists identified a range of adaptations that can potentially be useful for autistic people, relating to being flexible, communicating clearly and having an awareness of individual differences. Many therapists emphasised the importance of not making assumptions about a person based on their autism diagnosis. Overall, the study findings suggest adaptations to EMDR are likely to be useful, but how relevant they are depends on each person. En ligne : http://dx.doi.org/10.1177/13623613221080254 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Using EMDR with autistic individuals: A Delphi survey with EMDR therapists [Texte imprimé et/ou numérique] / Naomi FISHER, Auteur ; Caroline VAN DIEST, Auteur ; Marguerite LEONI, Auteur ; Debbie SPAIN, Auteur . - p.43-53. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.43-53 Mots-clés : autism  clinical supervision  EMDR  mental health  post-traumatic stress disorder  psychological therapy Index. décimale : PER Périodiques Résumé : Autistic individuals are at greater risk of experiencing adverse and traumatic life events. Eye Movement Desensitisation and Reprocessing (EMDR), a psychological therapy, is potentially effective for treating the constellation of difficulties arising from traumatic experiences, as well as mental health conditions. Yet minimal research has focused on how EMDR may require adaptation to improve its accessibility, acceptability and effectiveness for autistic individuals. In a three-round Delphi survey, 103 EMDR therapists were asked about barriers to EMDR for autistic individuals and adaptations employed to enhance therapy, so as to generate consensus about important or essential components of adaptations to EMDR. Four types of barriers were highlighted: client-related characteristics, therapist-related characteristics, differences in the therapeutic relationship and systemic issues. One hundred and twenty-four adaptations were identified, including 35 general adaptations (i.e. relevant across EMDR phases), 81 relating to specific EMDR phases and 8 about EMDR clinical supervision. Of these, 27 adaptations were used often or always by at least 80% of participants; a further 61 were sometimes incorporated within therapy, depending on the client. Study findings highlight the need for EMDR therapists to have training about autism and the potential ways of tailoring EMDR, and that individual case conceptualisation is key. Lay abstract Eye Movement Desensitisation and Reprocessing (EMDR) is a psychological therapy that can help people process memories and distress about past events, so they have less impact on their daily lives. EMDR can be effective for treating symptoms of post-traumatic stress disorder, including nightmares and anxiety. Psychological therapies usually require adaptation so they are more accessible and effective for autistic people, but minimal research has focused on how best EMDR can be adapted. In this online survey study, we asked 103 EMDR therapists about barriers they think autistic people face when trying to have EMDR and what adaptations they use in their everyday practice. Four barriers were highlighted: client-related characteristics, therapist-related characteristics, differences in the therapeutic relationship and broader issues. Therapists identified a range of adaptations that can potentially be useful for autistic people, relating to being flexible, communicating clearly and having an awareness of individual differences. Many therapists emphasised the importance of not making assumptions about a person based on their autism diagnosis. Overall, the study findings suggest adaptations to EMDR are likely to be useful, but how relevant they are depends on each person. En ligne : http://dx.doi.org/10.1177/13623613221080254 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

The spectrum of attitudes towards the spectrum of autism and its relationship to psychological distress in mothers of children with autism / Kinga FERENC in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.54-64 Titre : The spectrum of attitudes towards the spectrum of autism and its relationship to psychological distress in mothers of children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Kinga FERENC, Auteur ; Katarzyna BYRKA, Auteur ; Magdalena Ewa KROL, Auteur Article en page(s) : p.54-64 Langues : Anglais (eng) Mots-clés : attitude towards autism  autism spectrum conditions  mothers of children with autism  psychological distress  resilience Index. décimale : PER Périodiques Résumé : Attitude of mothers towards their children’s autism may play a role in mothers’ psychological well-being. We investigated the predictive value of how mothers understand autism (as a neurodivergence or a developmental disorder) on their psychological distress. A group of 371 mothers of children on the autism spectrum participated in this study. We found that understanding autism as a neurodivergence was related to lower psychological distress in mothers, even after controlling for the level of autism symptoms. However, when controlling for caregiver burden, their attitude towards autism was no longer significant in explaining their psychological distress. These findings suggest that the way mothers understand autism may be important for their psychological adjustment. However, it also suggests that mothers of children on the autism spectrum may adopt different attitudes towards autism, depending on their child’s level of autism symptoms and the caregiver burden. Lay abstract Mothers of children on the autism spectrum experience high levels of emotional distress. Mothers cope with stress by having their own thoughts and opinions about their children. In this study, we tested whether the way mothers perceive autism may contribute to the level of distress they feel. Some mothers see autism as a developmental disorder that needs to be cured, but some see autism as a type of mind that needs to be accepted. Our findings showed that mothers who see autism more as a type of mind are generally less stressed. But we also showed that it matters how severe are the child’s symptoms, and how heavy was the perceived burden of caring for the child. These results imply that it is worth working on attitudes towards autism to help mothers cope better. But at the same time, we argue that mothers should not be judged for their perceptions of autism, as there is a huge spectrum of a child’s characteristics and family’s life circumstances. En ligne : http://dx.doi.org/10.1177/13623613221081185 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] The spectrum of attitudes towards the spectrum of autism and its relationship to psychological distress in mothers of children with autism [Texte imprimé et/ou numérique] / Kinga FERENC, Auteur ; Katarzyna BYRKA, Auteur ; Magdalena Ewa KROL, Auteur . - p.54-64. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.54-64 Mots-clés : attitude towards autism  autism spectrum conditions  mothers of children with autism  psychological distress  resilience Index. décimale : PER Périodiques Résumé : Attitude of mothers towards their children’s autism may play a role in mothers’ psychological well-being. We investigated the predictive value of how mothers understand autism (as a neurodivergence or a developmental disorder) on their psychological distress. A group of 371 mothers of children on the autism spectrum participated in this study. We found that understanding autism as a neurodivergence was related to lower psychological distress in mothers, even after controlling for the level of autism symptoms. However, when controlling for caregiver burden, their attitude towards autism was no longer significant in explaining their psychological distress. These findings suggest that the way mothers understand autism may be important for their psychological adjustment. However, it also suggests that mothers of children on the autism spectrum may adopt different attitudes towards autism, depending on their child’s level of autism symptoms and the caregiver burden. Lay abstract Mothers of children on the autism spectrum experience high levels of emotional distress. Mothers cope with stress by having their own thoughts and opinions about their children. In this study, we tested whether the way mothers perceive autism may contribute to the level of distress they feel. Some mothers see autism as a developmental disorder that needs to be cured, but some see autism as a type of mind that needs to be accepted. Our findings showed that mothers who see autism more as a type of mind are generally less stressed. But we also showed that it matters how severe are the child’s symptoms, and how heavy was the perceived burden of caring for the child. These results imply that it is worth working on attitudes towards autism to help mothers cope better. But at the same time, we argue that mothers should not be judged for their perceptions of autism, as there is a huge spectrum of a child’s characteristics and family’s life circumstances. En ligne : http://dx.doi.org/10.1177/13623613221081185 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

œ[I] don’t wanna just be like a cog in the machine �: Narratives of autism and skilled employment / Dora M. RAYMAKER in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.65-75 Titre : œ[I] don’t wanna just be like a cog in the machine �: Narratives of autism and skilled employment Type de document : Texte imprimé et/ou numérique Auteurs : Dora M. RAYMAKER, Auteur ; Mirah SHARER, Auteur ; Joelle MASLAK, Auteur ; Laurie E. POWERS, Auteur ; Katherine E. MCDONALD, Auteur ; Steven K. KAPP, Auteur ; Ian MOURA, Auteur ; Anna WALLINGTON, Auteur ; Christina NICOLAIDIS, Auteur Article en page(s) : p.65-75 Langues : Anglais (eng) Mots-clés : adults  autism  community based participatory research  employment  employment services  qualitative research  vocational/labor force participation Index. décimale : PER Périodiques Résumé : Autistic people experience disparities in employment which may be exacerbated for individuals in skilled employment. Little is known about the experiences of autistic people in skilled employment or how they define success. We used a community-based participatory research approach to conduct a thematic analysis with an inductive approach at a semantic level through a critical realist paradigm. We interviewed 45 autistic people with skilled training, 11 supervisors, and 8 key informants. We purposively sampled to maximize variation. We addressed trustworthiness through multiple coders and peer debriefing. Common themes included high stakes of disclosure, unconventional pathways to careers, disconnects with service and support systems, mental health challenges from trauma/burnout, autistic advantages in the workplace, and complex dimensions of discrimination. Participants defined success as opportunities for growth, work/life balance, financial independence, sense of community, and feeling valued, accepted, and like their work had meaning. Strategies to facilitate success suggested a multi-faceted and wholistic approach including attention to the role of supervisors. Our findings suggest a highly customizable, systems-focused, multifaceted approach to autism employment intervention could be useful in improving skilled employment outcomes. We recommend further work particularly in the areas of disclosure and destigmatizing disability in the workplace. Lay abstract Autistic people are less likely to be employed than the general population. Autistic people with skilled training (e.g. training for jobs in acting, plumbing, science, or social work) might be even less likely to get a good job in their field. Little is known about the experiences of autistic people in skilled employment or what employment success means to them. We interviewed 45 autistic people with skilled training in a wide range of fields, 11 job supervisors, and 8 topic experts. We asked them about their experiences, what they felt helped them to be successful at work, and what employment success means to them. Participants talked about the high stakes of disclosure, taking unconventional pathways to careers, disconnects with service and support systems, mental health challenges from trauma and burnout, the autistic advantages in the workplace, and complex dimensions of discrimination. Participants said success meant opportunities for growth, good work/life balance, financial independence, sense of community, and feeling valued, accepted, and like their work had meaning. Things that helped them be successful included flexible, accepting workplaces, supportive and respectful supervisors, and direct communication. What we learned suggests that an individualized, wholistic approach to autism employment intervention that considers both employers and employees and employee mental health could be useful. We also recommend more research into disclosure and destigmatizing disability at work. En ligne : http://dx.doi.org/10.1177/13623613221080813 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article]  œ[I] don’t wanna just be like a cog in the machine �: Narratives of autism and skilled employment [Texte imprimé et/ou numérique] / Dora M. RAYMAKER, Auteur ; Mirah SHARER, Auteur ; Joelle MASLAK, Auteur ; Laurie E. POWERS, Auteur ; Katherine E. MCDONALD, Auteur ; Steven K. KAPP, Auteur ; Ian MOURA, Auteur ; Anna WALLINGTON, Auteur ; Christina NICOLAIDIS, Auteur . - p.65-75. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.65-75 Mots-clés : adults  autism  community based participatory research  employment  employment services  qualitative research  vocational/labor force participation Index. décimale : PER Périodiques Résumé : Autistic people experience disparities in employment which may be exacerbated for individuals in skilled employment. Little is known about the experiences of autistic people in skilled employment or how they define success. We used a community-based participatory research approach to conduct a thematic analysis with an inductive approach at a semantic level through a critical realist paradigm. We interviewed 45 autistic people with skilled training, 11 supervisors, and 8 key informants. We purposively sampled to maximize variation. We addressed trustworthiness through multiple coders and peer debriefing. Common themes included high stakes of disclosure, unconventional pathways to careers, disconnects with service and support systems, mental health challenges from trauma/burnout, autistic advantages in the workplace, and complex dimensions of discrimination. Participants defined success as opportunities for growth, work/life balance, financial independence, sense of community, and feeling valued, accepted, and like their work had meaning. Strategies to facilitate success suggested a multi-faceted and wholistic approach including attention to the role of supervisors. Our findings suggest a highly customizable, systems-focused, multifaceted approach to autism employment intervention could be useful in improving skilled employment outcomes. We recommend further work particularly in the areas of disclosure and destigmatizing disability in the workplace. Lay abstract Autistic people are less likely to be employed than the general population. Autistic people with skilled training (e.g. training for jobs in acting, plumbing, science, or social work) might be even less likely to get a good job in their field. Little is known about the experiences of autistic people in skilled employment or what employment success means to them. We interviewed 45 autistic people with skilled training in a wide range of fields, 11 job supervisors, and 8 topic experts. We asked them about their experiences, what they felt helped them to be successful at work, and what employment success means to them. Participants talked about the high stakes of disclosure, taking unconventional pathways to careers, disconnects with service and support systems, mental health challenges from trauma and burnout, the autistic advantages in the workplace, and complex dimensions of discrimination. Participants said success meant opportunities for growth, good work/life balance, financial independence, sense of community, and feeling valued, accepted, and like their work had meaning. Things that helped them be successful included flexible, accepting workplaces, supportive and respectful supervisors, and direct communication. What we learned suggests that an individualized, wholistic approach to autism employment intervention that considers both employers and employees and employee mental health could be useful. We also recommend more research into disclosure and destigmatizing disability at work. En ligne : http://dx.doi.org/10.1177/13623613221080813 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

œSomeone like-minded in a big place �: Autistic young adults’ attitudes towards autistic peer support in mainstream education / Catherine J. CROMPTON in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.76-91 Titre : œSomeone like-minded in a big place �: Autistic young adults’ attitudes towards autistic peer support in mainstream education Type de document : Texte imprimé et/ou numérique Auteurs : Catherine J. CROMPTON, Auteur ; Sonny HALLETT, Auteur ; Harriet AXBEY, Auteur ; Christine MCAULIFFE, Auteur ; Katie CEBULA, Auteur Article en page(s) : p.76-91 Langues : Anglais (eng) Mots-clés : adolescence  autism  mainstream education  mental health  neurodevelopmental conditions  neurodiversity  peer support  school Index. décimale : PER Périodiques Résumé : Autistic young people in mainstream schools often experience low levels of peer social support, have negative perceptions of their differences and feel disconnected from their school community. Previous research findings have suggested that encouraging autistic young people to explore autistic culture and spending time with autistic peers may be associated with more positive outcomes. Autism-specific peer support is a framework that may support this process. Thirteen participants (eight male/five female) completed semi-structured interviews, exploring the idea of autism-specific peer support within mainstream schools and the practicalities of how it may work within a school setting. Thematic analysis was applied, and three themes are reported: (1) neurodiversity and an ethos of inclusivity, (2) flexibility and (3) benefits and challenges of embedding peer support in the wider school community. The idea of autism-specific peer support for autistic pupils in mainstream secondary schools was generally positively received. Peer support may provide a unique opportunity for autistic pupils to interact in a natural, comfortable way; share useful strategies; and build their identities. Nevertheless, careful design, training and ongoing support, alongside awareness of the rights, needs and preferences of individual pupils involved are likely to be crucial in ensuring the success of any peer support programme. Lay abstract Autistic young people may struggle in mainstream schools and feel disconnected from their peers and their school. We know that autistic adults can benefit from spending time with other autistic people, but we don’t know if this is the case for younger autistic people. We conducted interviews with 13 autistic young adults in the United Kingdom who recently left mainstream schooling. We asked them if they would have been interested in being involved in autistic peer support when they were at school, and if so, what that peer support should look like. Results indicated that autistic young people were enthusiastic about the idea of peer support. They thought it was important that peer support was flexible to suit their needs at different times, as well as inclusive, positive, and embracing neurodiversity. They also discussed the potential benefits and difficulties of having a peer support system within a school setting. This adds to the growing body of research on the potential benefits of autistic-autistic interactions on autistic people’s well-being and sense of belonging. Findings can be used to help design pilot peer support projects in schools that can be tested to see how effective they are. En ligne : http://dx.doi.org/10.1177/13623613221081189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article]  œSomeone like-minded in a big place �: Autistic young adults’ attitudes towards autistic peer support in mainstream education [Texte imprimé et/ou numérique] / Catherine J. CROMPTON, Auteur ; Sonny HALLETT, Auteur ; Harriet AXBEY, Auteur ; Christine MCAULIFFE, Auteur ; Katie CEBULA, Auteur . - p.76-91. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.76-91 Mots-clés : adolescence  autism  mainstream education  mental health  neurodevelopmental conditions  neurodiversity  peer support  school Index. décimale : PER Périodiques Résumé : Autistic young people in mainstream schools often experience low levels of peer social support, have negative perceptions of their differences and feel disconnected from their school community. Previous research findings have suggested that encouraging autistic young people to explore autistic culture and spending time with autistic peers may be associated with more positive outcomes. Autism-specific peer support is a framework that may support this process. Thirteen participants (eight male/five female) completed semi-structured interviews, exploring the idea of autism-specific peer support within mainstream schools and the practicalities of how it may work within a school setting. Thematic analysis was applied, and three themes are reported: (1) neurodiversity and an ethos of inclusivity, (2) flexibility and (3) benefits and challenges of embedding peer support in the wider school community. The idea of autism-specific peer support for autistic pupils in mainstream secondary schools was generally positively received. Peer support may provide a unique opportunity for autistic pupils to interact in a natural, comfortable way; share useful strategies; and build their identities. Nevertheless, careful design, training and ongoing support, alongside awareness of the rights, needs and preferences of individual pupils involved are likely to be crucial in ensuring the success of any peer support programme. Lay abstract Autistic young people may struggle in mainstream schools and feel disconnected from their peers and their school. We know that autistic adults can benefit from spending time with other autistic people, but we don’t know if this is the case for younger autistic people. We conducted interviews with 13 autistic young adults in the United Kingdom who recently left mainstream schooling. We asked them if they would have been interested in being involved in autistic peer support when they were at school, and if so, what that peer support should look like. Results indicated that autistic young people were enthusiastic about the idea of peer support. They thought it was important that peer support was flexible to suit their needs at different times, as well as inclusive, positive, and embracing neurodiversity. They also discussed the potential benefits and difficulties of having a peer support system within a school setting. This adds to the growing body of research on the potential benefits of autistic-autistic interactions on autistic people’s well-being and sense of belonging. Findings can be used to help design pilot peer support projects in schools that can be tested to see how effective they are. En ligne : http://dx.doi.org/10.1177/13623613221081189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Social support and links to quality of life among middle-aged and older autistic adults / Rebecca A. CHARLTON in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.92-104 Titre : Social support and links to quality of life among middle-aged and older autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca A. CHARLTON, Auteur ; Goldie A. MCQUAID, Auteur ; Gregory L. WALLACE, Auteur Article en page(s) : p.92-104 Langues : Anglais (eng) Mots-clés : adults  autism spectrum disorders  gerontautism  quality of life Index. décimale : PER Périodiques Résumé : Social support has a positive impact on quality of life (QoL) in neurotypical older adults and young autistic adults, but the association for older autistic adults is unclear. Autistic adults (n=388; mean age=40-83 years) were recruited via Simons Powering Autism Research for Knowledge (SPARK) Research Match. Participants completed questionnaires online querying demographic information, depression, and anxiety symptomatology, QoL (physical, psychological, social, environmental, and autism-specific) and social support (instrumental, subjective, and social interactions). Regression analyses examined whether different aspects of social support contributed to models explaining each domain of QoL. Models explaining QoL were significant. Subjective social support significantly contributed to the models for all aspects of QoL; social interactions contributed to the models for Physical and Psychological QoL, whereas instrumental support contributed to models for social, environmental and autism-specific QoL. Social support is an important contributor to the QoL of middle-aged and older autistic adults, after accounting for demographic factors and depression. Further studies are required to understand whether age-related changes in social support and QoL are the same for autistic as non-autistic older adults in order to identify and implement appropriate support. Lay abstract Social support can take many forms, such as practical help, time spent socially with others, or the satisfaction with personal relationships. Social support is known to affect quality of life (QoL) in both non-autistic older and autistic young adults. QoL reflects how satisfied an individual is with their life either overall or in a certain area. We know little about middle-aged and older autistic adults’ experiences of social support or QoL. In this study, 388 adults aged 40-83 years old, completed online questionnaires asking about background such as age and sex, depression and anxiety symptoms, QoL (physical, psychological, social, environmental, and autism-specific), and different types of social support. Even after taking into account background, depression, and anxiety, social support was important for individuals’ QoL. To our knowledge this is the first paper to examine the relationship between social support and QoL in middle-aged and older autistic adults. Improving social support may have a significant impact on the QoL of older autistic adults. Future studies should examine whether age-related changes in social support (size, content, and arrangement of social networks) that are common in non-autistic aging, also occur among older autistic adults. En ligne : http://dx.doi.org/10.1177/13623613221081917 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Social support and links to quality of life among middle-aged and older autistic adults [Texte imprimé et/ou numérique] / Rebecca A. CHARLTON, Auteur ; Goldie A. MCQUAID, Auteur ; Gregory L. WALLACE, Auteur . - p.92-104. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.92-104 Mots-clés : adults  autism spectrum disorders  gerontautism  quality of life Index. décimale : PER Périodiques Résumé : Social support has a positive impact on quality of life (QoL) in neurotypical older adults and young autistic adults, but the association for older autistic adults is unclear. Autistic adults (n=388; mean age=40-83 years) were recruited via Simons Powering Autism Research for Knowledge (SPARK) Research Match. Participants completed questionnaires online querying demographic information, depression, and anxiety symptomatology, QoL (physical, psychological, social, environmental, and autism-specific) and social support (instrumental, subjective, and social interactions). Regression analyses examined whether different aspects of social support contributed to models explaining each domain of QoL. Models explaining QoL were significant. Subjective social support significantly contributed to the models for all aspects of QoL; social interactions contributed to the models for Physical and Psychological QoL, whereas instrumental support contributed to models for social, environmental and autism-specific QoL. Social support is an important contributor to the QoL of middle-aged and older autistic adults, after accounting for demographic factors and depression. Further studies are required to understand whether age-related changes in social support and QoL are the same for autistic as non-autistic older adults in order to identify and implement appropriate support. Lay abstract Social support can take many forms, such as practical help, time spent socially with others, or the satisfaction with personal relationships. Social support is known to affect quality of life (QoL) in both non-autistic older and autistic young adults. QoL reflects how satisfied an individual is with their life either overall or in a certain area. We know little about middle-aged and older autistic adults’ experiences of social support or QoL. In this study, 388 adults aged 40-83 years old, completed online questionnaires asking about background such as age and sex, depression and anxiety symptoms, QoL (physical, psychological, social, environmental, and autism-specific), and different types of social support. Even after taking into account background, depression, and anxiety, social support was important for individuals’ QoL. To our knowledge this is the first paper to examine the relationship between social support and QoL in middle-aged and older autistic adults. Improving social support may have a significant impact on the QoL of older autistic adults. Future studies should examine whether age-related changes in social support (size, content, and arrangement of social networks) that are common in non-autistic aging, also occur among older autistic adults. En ligne : http://dx.doi.org/10.1177/13623613221081917 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

A longitudinal study of the mental health of autistic children and adolescents and their parents during COVID-19: Part 1, quantitative findings / Umar TOSEEB in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.105-116 Titre : A longitudinal study of the mental health of autistic children and adolescents and their parents during COVID-19: Part 1, quantitative findings Type de document : Texte imprimé et/ou numérique Auteurs : Umar TOSEEB, Auteur ; Kathryn ASBURY, Auteur Article en page(s) : p.105-116 Langues : Anglais (eng) Mots-clés : autism  COVID-19  longitudinal  mental health  mixed-methods  qualitative  quantitative  special educational needs Index. décimale : PER Périodiques Résumé : Autistic children and adolescents and their parents are likely to have been disproportionally affected during the COVID-19 pandemic. There has been little focus on how the mental health of these vulnerable families developed during the pandemic and how it compared to those with other special educational needs and disabilities. Questionnaires were completed by a maximum of 527 parents/carers about their own and their child’s mental health at one or more time points between 23 March 2020 (at the onset of the first lockdown) and 10 October 2020 (when schools fully reopened for face-to-face teaching). Multi-level regression models were fitted to the data. Autistic young people had more depression and anxiety symptoms compared to young people with other special educational needs and disabilities throughout the study period. As lockdown progressed and schools subsequently reopened for face-to-face teaching, anxiety levels decreased for young people with special educational needs and disabilities but not for autistic young people, whose anxiety levels remained stable throughout. Depression symptoms, however, remained stable for both groups during this period as did parents’/carers’ psychological distress and well-being. These findings shed new light on the likely disproportionate effect of the COVID-19 pandemic on anxiety levels in autistic young people. Lay abstract Autistic children and adolescents, and their parents/carers, tend to experience more symptoms of anxiety and depression compared to those with other special educational needs and disabilities. The rapid change in society as a result of the COVID-19 pandemic is likely to have disproportionately affected autistic young people and their parents/carers. We investigated how the mental health of autistic young people, and their parents/carers, developed during the first lockdown in the United Kingdom and how it changed once schools fully reopened for face-to-face teaching approximately 6 months later. Parents/carers completed online standardised questionnaires about their own and their child’s mental health at four time points between March 2020 and October 2020. We found that, throughout this period, autistic young people experienced more symptoms of anxiety and depression compared to those with other special educational needs and disabilities. Anxiety levels decreased as lockdown progressed and schools reopened for face-to-face teaching but only for those with other special educational needs and disabilities. For autistic young people, both anxiety and depression symptoms remained high throughout. There were no differences in the mental health of parents/carers of autistic children compared to those with other special educational needs and disabilities. These findings suggest that the mental health of autistic children and adolescents is likely to have been disproportionately affected during and after the first lockdown in the United Kingdom. In the second part of this article (Asbury & Toseeb, 2022), we attempt to explain these trends using qualitative data provided by parents during the same period. En ligne : http://dx.doi.org/10.1177/13623613221082715 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] A longitudinal study of the mental health of autistic children and adolescents and their parents during COVID-19: Part 1, quantitative findings [Texte imprimé et/ou numérique] / Umar TOSEEB, Auteur ; Kathryn ASBURY, Auteur . - p.105-116. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.105-116 Mots-clés : autism  COVID-19  longitudinal  mental health  mixed-methods  qualitative  quantitative  special educational needs Index. décimale : PER Périodiques Résumé : Autistic children and adolescents and their parents are likely to have been disproportionally affected during the COVID-19 pandemic. There has been little focus on how the mental health of these vulnerable families developed during the pandemic and how it compared to those with other special educational needs and disabilities. Questionnaires were completed by a maximum of 527 parents/carers about their own and their child’s mental health at one or more time points between 23 March 2020 (at the onset of the first lockdown) and 10 October 2020 (when schools fully reopened for face-to-face teaching). Multi-level regression models were fitted to the data. Autistic young people had more depression and anxiety symptoms compared to young people with other special educational needs and disabilities throughout the study period. As lockdown progressed and schools subsequently reopened for face-to-face teaching, anxiety levels decreased for young people with special educational needs and disabilities but not for autistic young people, whose anxiety levels remained stable throughout. Depression symptoms, however, remained stable for both groups during this period as did parents’/carers’ psychological distress and well-being. These findings shed new light on the likely disproportionate effect of the COVID-19 pandemic on anxiety levels in autistic young people. Lay abstract Autistic children and adolescents, and their parents/carers, tend to experience more symptoms of anxiety and depression compared to those with other special educational needs and disabilities. The rapid change in society as a result of the COVID-19 pandemic is likely to have disproportionately affected autistic young people and their parents/carers. We investigated how the mental health of autistic young people, and their parents/carers, developed during the first lockdown in the United Kingdom and how it changed once schools fully reopened for face-to-face teaching approximately 6 months later. Parents/carers completed online standardised questionnaires about their own and their child’s mental health at four time points between March 2020 and October 2020. We found that, throughout this period, autistic young people experienced more symptoms of anxiety and depression compared to those with other special educational needs and disabilities. Anxiety levels decreased as lockdown progressed and schools reopened for face-to-face teaching but only for those with other special educational needs and disabilities. For autistic young people, both anxiety and depression symptoms remained high throughout. There were no differences in the mental health of parents/carers of autistic children compared to those with other special educational needs and disabilities. These findings suggest that the mental health of autistic children and adolescents is likely to have been disproportionately affected during and after the first lockdown in the United Kingdom. In the second part of this article (Asbury & Toseeb, 2022), we attempt to explain these trends using qualitative data provided by parents during the same period. En ligne : http://dx.doi.org/10.1177/13623613221082715 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

A randomized controlled trial into the effects of probiotics on electroencephalography in preschoolers with autism / Lucia BILLECI in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.117-132 Titre : A randomized controlled trial into the effects of probiotics on electroencephalography in preschoolers with autism Type de document : Texte imprimé et/ou numérique Auteurs : Lucia BILLECI, Auteur ; Alejandro Luis CALLARA, Auteur ; Letizia GUIDUCCI, Auteur ; Margherita PROSPERI, Auteur ; Maria Aurora MORALES, Auteur ; Sara CALDERONI, Auteur ; Filippo MURATORI, Auteur ; Elisa SANTOCCHI, Auteur Article en page(s) : p.117-132 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  clinical trial  EEG  preschoolers  probiotics Index. décimale : PER Périodiques Résumé : Previous studies suggest that autism spectrum disorders are characterized by alterations in the microbiota-gut-brain axis. Probiotics may modify the composition and the functionality of the gut microbiota of autism spectrum disorder individuals, with possible cascading effects on brain function. In this study, we analyzed possible brain modifications induced by the administration of probiotics in 46 children with autism spectrum disorder using electroencephalography. A randomized 6-month controlled trial was performed. In subjects treated with probiotics, we observed a decrease of power in frontopolar regions in beta and gamma bands, and increased coherence in the same bands together with a shift in frontal asymmetry, which suggests a modification toward a typical brain activity. Electroencephalography measures were significantly correlated with clinical and biochemical measures. These findings support the importance of further investigations on probiotics’ benefits in autism spectrum disorder to better elucidate mechanistic links between probiotics supplementation and changes in brain activity. Lay abstract This study investigates the effects of a probiotic on preschoolers’ brain electrical activity with autism spectrum disorder. Autism is a disorder with an increasing prevalence characterized by an enormous individual, family, and social cost. Although the etiology of autism spectrum disorder is unknown, an interaction between genetic and environmental factors is implicated, converging in altered brain synaptogenesis and, therefore, connectivity. Besides deepening the knowledge on the resting brain electrical activity that characterizes this disorder, this study allows analyzing the positive central effects of a 6-month therapy with a probiotic through a randomized, double-blind placebo-controlled study and the correlations between electroencephalography activity and biochemical and clinical parameters. In subjects treated with probiotics, we observed a decrease of power in frontopolar regions in beta and gamma bands, and increased coherence in the same bands together with a shift in frontal asymmetry, which suggests a modification toward a typical brain activity. Electroencephalography measures were significantly correlated with clinical and biochemical measures. These findings support the importance of further investigations on probiotics’ benefits in autism spectrum disorder to better elucidate mechanistic links between probiotics supplementation and changes in brain activity. En ligne : http://dx.doi.org/10.1177/13623613221082710 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] A randomized controlled trial into the effects of probiotics on electroencephalography in preschoolers with autism [Texte imprimé et/ou numérique] / Lucia BILLECI, Auteur ; Alejandro Luis CALLARA, Auteur ; Letizia GUIDUCCI, Auteur ; Margherita PROSPERI, Auteur ; Maria Aurora MORALES, Auteur ; Sara CALDERONI, Auteur ; Filippo MURATORI, Auteur ; Elisa SANTOCCHI, Auteur . - p.117-132. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.117-132 Mots-clés : autism spectrum disorder  clinical trial  EEG  preschoolers  probiotics Index. décimale : PER Périodiques Résumé : Previous studies suggest that autism spectrum disorders are characterized by alterations in the microbiota-gut-brain axis. Probiotics may modify the composition and the functionality of the gut microbiota of autism spectrum disorder individuals, with possible cascading effects on brain function. In this study, we analyzed possible brain modifications induced by the administration of probiotics in 46 children with autism spectrum disorder using electroencephalography. A randomized 6-month controlled trial was performed. In subjects treated with probiotics, we observed a decrease of power in frontopolar regions in beta and gamma bands, and increased coherence in the same bands together with a shift in frontal asymmetry, which suggests a modification toward a typical brain activity. Electroencephalography measures were significantly correlated with clinical and biochemical measures. These findings support the importance of further investigations on probiotics’ benefits in autism spectrum disorder to better elucidate mechanistic links between probiotics supplementation and changes in brain activity. Lay abstract This study investigates the effects of a probiotic on preschoolers’ brain electrical activity with autism spectrum disorder. Autism is a disorder with an increasing prevalence characterized by an enormous individual, family, and social cost. Although the etiology of autism spectrum disorder is unknown, an interaction between genetic and environmental factors is implicated, converging in altered brain synaptogenesis and, therefore, connectivity. Besides deepening the knowledge on the resting brain electrical activity that characterizes this disorder, this study allows analyzing the positive central effects of a 6-month therapy with a probiotic through a randomized, double-blind placebo-controlled study and the correlations between electroencephalography activity and biochemical and clinical parameters. In subjects treated with probiotics, we observed a decrease of power in frontopolar regions in beta and gamma bands, and increased coherence in the same bands together with a shift in frontal asymmetry, which suggests a modification toward a typical brain activity. Electroencephalography measures were significantly correlated with clinical and biochemical measures. These findings support the importance of further investigations on probiotics’ benefits in autism spectrum disorder to better elucidate mechanistic links between probiotics supplementation and changes in brain activity. En ligne : http://dx.doi.org/10.1177/13623613221082710 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Longitudinal development of language and fine motor skills is correlated, but not coupled, in a childhood atypical cohort / Marie K. DESERNO in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.133-144 Titre : Longitudinal development of language and fine motor skills is correlated, but not coupled, in a childhood atypical cohort Type de document : Texte imprimé et/ou numérique Auteurs : Marie K. DESERNO, Auteur ; Delia FUHRMANN, Auteur ; Sander BEGEER, Auteur ; Denny BORSBOOM, Auteur ; Hilde M. GEURTS, Auteur ; Rogier A. KIEVIT, Auteur Article en page(s) : p.133-144 Langues : Anglais (eng) Mots-clés : language development  longitudinal cognitive dynamics  mutualistic coupling  structural equation modeling Index. décimale : PER Périodiques Résumé : Autism is often associated with early developmental delays in language and motor skills. However, little is known about the complex dynamic processes that drive the co-development of such early difficulties. The aim of the present study was to model the parallel growth of language and motor skills in a cohort of infants and to explore differences between infants with typical development and those with atypical development. Receptive and expressive language and fine motor skills were repeatedly assessed in a group of 239 infants (7 months at t1 and 36 months at t4) from the British Autism Study of Infant Siblings sample. Latent Growth Curve Analysis was applied to investigate the mutualistic coupling of longitudinal changes in these domains. Our results showed highly correlated slopes but we did not find an association between baseline scores in one domain and rates of change in the other (i.e. coupling). In the later diagnosed group, we found that scores at baseline and rates of change were more variable. Lay abstract More and more members of the autistic community and the research field are moving away from the idea that there will be a single biological or cognitive explanation for autistic characteristics. However, little is known about the complex dynamic processes that could explain why early difficulties in the language and motor domain often go hand-in-hand. We here study how language and motor skills develop simultaneously in the British Autism Study of Infant Siblings cohort of infants, and compare the way they are linked between children with and without developmental delays. Our results suggest that improvements in one domain go hand-in-hand with improvements in the other in both groups and show no compelling evidence for group differences in how motor skills relate to language and vice versa. We did observe a larger diversity in motor and language skills at 6 months, and because we found the motor and language development to be tightly linked, this suggests that even very small early impairments can result in larger developmental delays in later childhood. Greater variability at baseline, combined with very strong correlations between the slopes, suggests that dynamic processes may amplify small differences between individuals at 6months to result into large individual differences in autism symptomatology at 36 months. En ligne : http://dx.doi.org/10.1177/13623613221086448 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Longitudinal development of language and fine motor skills is correlated, but not coupled, in a childhood atypical cohort [Texte imprimé et/ou numérique] / Marie K. DESERNO, Auteur ; Delia FUHRMANN, Auteur ; Sander BEGEER, Auteur ; Denny BORSBOOM, Auteur ; Hilde M. GEURTS, Auteur ; Rogier A. KIEVIT, Auteur . - p.133-144. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.133-144 Mots-clés : language development  longitudinal cognitive dynamics  mutualistic coupling  structural equation modeling Index. décimale : PER Périodiques Résumé : Autism is often associated with early developmental delays in language and motor skills. However, little is known about the complex dynamic processes that drive the co-development of such early difficulties. The aim of the present study was to model the parallel growth of language and motor skills in a cohort of infants and to explore differences between infants with typical development and those with atypical development. Receptive and expressive language and fine motor skills were repeatedly assessed in a group of 239 infants (7 months at t1 and 36 months at t4) from the British Autism Study of Infant Siblings sample. Latent Growth Curve Analysis was applied to investigate the mutualistic coupling of longitudinal changes in these domains. Our results showed highly correlated slopes but we did not find an association between baseline scores in one domain and rates of change in the other (i.e. coupling). In the later diagnosed group, we found that scores at baseline and rates of change were more variable. Lay abstract More and more members of the autistic community and the research field are moving away from the idea that there will be a single biological or cognitive explanation for autistic characteristics. However, little is known about the complex dynamic processes that could explain why early difficulties in the language and motor domain often go hand-in-hand. We here study how language and motor skills develop simultaneously in the British Autism Study of Infant Siblings cohort of infants, and compare the way they are linked between children with and without developmental delays. Our results suggest that improvements in one domain go hand-in-hand with improvements in the other in both groups and show no compelling evidence for group differences in how motor skills relate to language and vice versa. We did observe a larger diversity in motor and language skills at 6 months, and because we found the motor and language development to be tightly linked, this suggests that even very small early impairments can result in larger developmental delays in later childhood. Greater variability at baseline, combined with very strong correlations between the slopes, suggests that dynamic processes may amplify small differences between individuals at 6months to result into large individual differences in autism symptomatology at 36 months. En ligne : http://dx.doi.org/10.1177/13623613221086448 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Measuring subjective quality of life in autistic adults with the PROMIS global-10: Psychometric study and development of an autism-specific scoring method / Zachary J. WILLIAMS in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.145-157 Titre : Measuring subjective quality of life in autistic adults with the PROMIS global-10: Psychometric study and development of an autism-specific scoring method Type de document : Texte imprimé et/ou numérique Auteurs : Zachary J. WILLIAMS, Auteur ; Carissa J. CASCIO, Auteur ; Tiffany G. WOYNAROSKI, Auteur Article en page(s) : p.145-157 Langues : Anglais (eng) Mots-clés : adults  behavioral measurement  item response theory  mental health  physical health  PROMIS  psychometrics  quality of life  reliability  validity Index. décimale : PER Périodiques Résumé : Quality of life is widely acknowledged as one of the most important outcomes in autism research, but few measures of this construct have been validated for use in autistic people. The goal of the current study was to examine the psychometric properties of the Patient-Reported Outcomes Measurement Information System Global-10, an established self-report measure of health-related quality of life, in a sample of 901 autistic adults (predominantly female and adult-diagnosed) recruited from the Simons Foundation Powering Autism Research for Knowledge cohort. Using an item response theory framework, we performed a comprehensive psychometric evaluation of the Patient-Reported Outcomes Measurement Information System Global-10 in this sample, examining its latent structure, differential item functioning, reliability, and construct validity. After developing an autism-specific measurement model, the Patient-Reported Outcomes Measurement Information System Global-10 demonstrated excellent psychometric properties in the current sample, including excellent model-data fit, high reliability, minimal differential item functioning across subgroups of autistic adults, and an expected pattern of correlations with external variables. Exploratory analyses indicated that lower quality of life was associated with female sex and identified as a sexual/gender minority. A free online score calculator has been created to facilitate the use and interpretation of normed Patient-Reported Outcomes Measurement Information System Global-10 general quality of life latent trait scores for clinical and research applications (available at https://asdmeasures.shinyapps.io/promis_qol). Lay Abstract Quality of Life an outcome that both researchers and autistic advocates agree is extremely important to consider when implementing services, interventions, and supports for autistic people. However, there has been little research on the topic of how quality of life can best be measured in autistic people or whether existing quality of life questionnaires are appropriate for use in the autistic population. This study aimed to validate an established quality of life measure, the Patient-Reported Outcomes Measurement Information System Global-10, in a large sample of autistic adults recruited online. We created a new way to score the Patient-Reported Outcomes Measurement Information System Global-10 scale and generate a œGeneral quality of life � score specific to autistic adults. This new score performed very well in this sample, showing very little measurement error and relating in expected ways to similar constructs, such as physical health and emotional distress. Exploratory analyses found that lower quality of life was associated with female sex and self-identification as a sexual or gender minority (i.e. LGBTQ + identity). These findings suggest that the new Patient-Reported Outcomes Measurement Information System Global-10 quality of life score is a reliable and valid measure of quality of life in autistic adults, although additional studies are necessary to further explore its measurement properties in other subsets of the autistic population, such as individuals with intellectual disabilities. This measure is freely available for use as an outcome in both research and clinical practice, and an online score calculator is available to support the use of this measure in real-world applications. En ligne : http://dx.doi.org/10.1177/13623613221085364 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Measuring subjective quality of life in autistic adults with the PROMIS global-10: Psychometric study and development of an autism-specific scoring method [Texte imprimé et/ou numérique] / Zachary J. WILLIAMS, Auteur ; Carissa J. CASCIO, Auteur ; Tiffany G. WOYNAROSKI, Auteur . - p.145-157. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.145-157 Mots-clés : adults  behavioral measurement  item response theory  mental health  physical health  PROMIS  psychometrics  quality of life  reliability  validity Index. décimale : PER Périodiques Résumé : Quality of life is widely acknowledged as one of the most important outcomes in autism research, but few measures of this construct have been validated for use in autistic people. The goal of the current study was to examine the psychometric properties of the Patient-Reported Outcomes Measurement Information System Global-10, an established self-report measure of health-related quality of life, in a sample of 901 autistic adults (predominantly female and adult-diagnosed) recruited from the Simons Foundation Powering Autism Research for Knowledge cohort. Using an item response theory framework, we performed a comprehensive psychometric evaluation of the Patient-Reported Outcomes Measurement Information System Global-10 in this sample, examining its latent structure, differential item functioning, reliability, and construct validity. After developing an autism-specific measurement model, the Patient-Reported Outcomes Measurement Information System Global-10 demonstrated excellent psychometric properties in the current sample, including excellent model-data fit, high reliability, minimal differential item functioning across subgroups of autistic adults, and an expected pattern of correlations with external variables. Exploratory analyses indicated that lower quality of life was associated with female sex and identified as a sexual/gender minority. A free online score calculator has been created to facilitate the use and interpretation of normed Patient-Reported Outcomes Measurement Information System Global-10 general quality of life latent trait scores for clinical and research applications (available at https://asdmeasures.shinyapps.io/promis_qol). Lay Abstract Quality of Life an outcome that both researchers and autistic advocates agree is extremely important to consider when implementing services, interventions, and supports for autistic people. However, there has been little research on the topic of how quality of life can best be measured in autistic people or whether existing quality of life questionnaires are appropriate for use in the autistic population. This study aimed to validate an established quality of life measure, the Patient-Reported Outcomes Measurement Information System Global-10, in a large sample of autistic adults recruited online. We created a new way to score the Patient-Reported Outcomes Measurement Information System Global-10 scale and generate a œGeneral quality of life � score specific to autistic adults. This new score performed very well in this sample, showing very little measurement error and relating in expected ways to similar constructs, such as physical health and emotional distress. Exploratory analyses found that lower quality of life was associated with female sex and self-identification as a sexual or gender minority (i.e. LGBTQ + identity). These findings suggest that the new Patient-Reported Outcomes Measurement Information System Global-10 quality of life score is a reliable and valid measure of quality of life in autistic adults, although additional studies are necessary to further explore its measurement properties in other subsets of the autistic population, such as individuals with intellectual disabilities. This measure is freely available for use as an outcome in both research and clinical practice, and an online score calculator is available to support the use of this measure in real-world applications. En ligne : http://dx.doi.org/10.1177/13623613221085364 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Greater gender diversity among autistic children by self-report and parent-report / Blythe A. CORBETT in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.158-172 Titre : Greater gender diversity among autistic children by self-report and parent-report Type de document : Texte imprimé et/ou numérique Auteurs : Blythe A. CORBETT, Auteur ; Rachael A. MUSCATELLO, Auteur ; Mark E. KLEMENCIC, Auteur ; Millicent WEST, Auteur ; Ahra KIM, Auteur ; John F. STRANG, Auteur Article en page(s) : p.158-172 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  gender diversity  gender dysphoria  gender incongruence  gender nonbinary Index. décimale : PER Périodiques Résumé : Emerging research suggests overrepresentation of gender diversity among autistic youth. Previous gender diversity research with autistic children has relied on parent-report based on a single question. The Gender Diversity Screening Questionnaire-Self-Report and Parent-Report assessed gender diversity experiences from 244 children (140 autism spectrum disorder and 104 typically developing), between 10 and 13 years, and their parents. Parent-report Child Behavior Checklist Item-110, œWishes to be the opposite sex, � was also collected. Autistic children endorsed higher Gender Diversity Screening Questionnaire-Self-Report Binary Gender Diversity, t(223.21)=-2.83, adjusted p=0.02, d=-0.35, and Nonbinary Gender Diversity, t(191.15)=-3.79, adjusted p=0.001, d=-0.46, than typically developing children. Similarly, for Gender Diversity Screening Questionnaire-Parent-Report, there was a significant gender-body incongruence difference between the groups, t(189.59)=-2.28, adjusted p=0.05, d=-0.30. Within-group analyses revealed that parents of autistic females-assigned-at-birth reported significantly more gender-body incongruence than males-assigned-at-birth, t(32.91)=-3.78, p < 0.001, d=-1.11. Moreover, distinct within-group profiles of gender experiences and internalizing symptoms were revealed, showing associations between gender profiles and symptoms of anxiety, depression, and suicidality. Results extend reports showing increased rates of gender diversity in autistic children based on both self-report and parent-report, underscoring the need to better understand and support the unique and complex needs of autistic children who experience gender diversity. Lay abstract Gender diversity broadly refers to the way in which an individual experiences (expressions and/or identities) their gender distinctly to that which would be expected based upon social norms for their gender assigned at birth. Recent research has shown a higher representation of gender diversity among autistic youth. Previous research in this area has relied on parent-report based on a single question from the Child Behavior Checklist Item-110, asking whether their child œWishes to be the opposite sex. � The Gender Diversity Screening Questionnaire Self-Report and Parent-Report were used to assess the experience of gender diversity in 244 children (140 autism spectrum disorder and 104 typically developing) between 10 and 13 years. The Item-110 was also collected. Results showed that autistic children endorsed much higher rates of Binary Gender Diversity (less identification with their designated sex and more with the other binary sex) and Nonbinary Gender Diversity (identification as neither male nor female) than typically developing children. Similarly, parents of autistic children reported significantly more gender-body incongruence experienced by their child than parents of typically developing children. Specifically, parents of autistic females-assigned-at-birth reported significantly more gender-body incongruence than autistic males-assigned-at-birth. Parent- and self-report measures were largely related. Moreover, statistical comparisons between and within the groups revealed associations between gender profiles and symptoms of anxiety, depression, and suicidality. Results extend previous reports showing increased rates of gender diversity in autistic children, now based on both self-report and parent-report, and highlight the need to better understand and support the unique and complex needs of autistic children who experience gender diversity. En ligne : http://dx.doi.org/10.1177/13623613221085337 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Greater gender diversity among autistic children by self-report and parent-report [Texte imprimé et/ou numérique] / Blythe A. CORBETT, Auteur ; Rachael A. MUSCATELLO, Auteur ; Mark E. KLEMENCIC, Auteur ; Millicent WEST, Auteur ; Ahra KIM, Auteur ; John F. STRANG, Auteur . - p.158-172. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.158-172 Mots-clés : autism spectrum disorder  gender diversity  gender dysphoria  gender incongruence  gender nonbinary Index. décimale : PER Périodiques Résumé : Emerging research suggests overrepresentation of gender diversity among autistic youth. Previous gender diversity research with autistic children has relied on parent-report based on a single question. The Gender Diversity Screening Questionnaire-Self-Report and Parent-Report assessed gender diversity experiences from 244 children (140 autism spectrum disorder and 104 typically developing), between 10 and 13 years, and their parents. Parent-report Child Behavior Checklist Item-110, œWishes to be the opposite sex, � was also collected. Autistic children endorsed higher Gender Diversity Screening Questionnaire-Self-Report Binary Gender Diversity, t(223.21)=-2.83, adjusted p=0.02, d=-0.35, and Nonbinary Gender Diversity, t(191.15)=-3.79, adjusted p=0.001, d=-0.46, than typically developing children. Similarly, for Gender Diversity Screening Questionnaire-Parent-Report, there was a significant gender-body incongruence difference between the groups, t(189.59)=-2.28, adjusted p=0.05, d=-0.30. Within-group analyses revealed that parents of autistic females-assigned-at-birth reported significantly more gender-body incongruence than males-assigned-at-birth, t(32.91)=-3.78, p < 0.001, d=-1.11. Moreover, distinct within-group profiles of gender experiences and internalizing symptoms were revealed, showing associations between gender profiles and symptoms of anxiety, depression, and suicidality. Results extend reports showing increased rates of gender diversity in autistic children based on both self-report and parent-report, underscoring the need to better understand and support the unique and complex needs of autistic children who experience gender diversity. Lay abstract Gender diversity broadly refers to the way in which an individual experiences (expressions and/or identities) their gender distinctly to that which would be expected based upon social norms for their gender assigned at birth. Recent research has shown a higher representation of gender diversity among autistic youth. Previous research in this area has relied on parent-report based on a single question from the Child Behavior Checklist Item-110, asking whether their child œWishes to be the opposite sex. � The Gender Diversity Screening Questionnaire Self-Report and Parent-Report were used to assess the experience of gender diversity in 244 children (140 autism spectrum disorder and 104 typically developing) between 10 and 13 years. The Item-110 was also collected. Results showed that autistic children endorsed much higher rates of Binary Gender Diversity (less identification with their designated sex and more with the other binary sex) and Nonbinary Gender Diversity (identification as neither male nor female) than typically developing children. Similarly, parents of autistic children reported significantly more gender-body incongruence experienced by their child than parents of typically developing children. Specifically, parents of autistic females-assigned-at-birth reported significantly more gender-body incongruence than autistic males-assigned-at-birth. Parent- and self-report measures were largely related. Moreover, statistical comparisons between and within the groups revealed associations between gender profiles and symptoms of anxiety, depression, and suicidality. Results extend previous reports showing increased rates of gender diversity in autistic children, now based on both self-report and parent-report, and highlight the need to better understand and support the unique and complex needs of autistic children who experience gender diversity. En ligne : http://dx.doi.org/10.1177/13623613221085337 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

The implementation of the screening tool for autism in toddlers in Part C early intervention programs: An 18-month follow-up / Daina M. TAGAVI in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.173-187 Titre : The implementation of the screening tool for autism in toddlers in Part C early intervention programs: An 18-month follow-up Type de document : Texte imprimé et/ou numérique Auteurs : Daina M. TAGAVI, Auteur ; Catherine C. DICK, Auteur ; Shana M. ATTAR, Auteur ; Lisa V. IBANEZ, Auteur ; Wendy L. STONE, Auteur Article en page(s) : p.173-187 Langues : Anglais (eng) Mots-clés : autism  implementation  screening Index. décimale : PER Périodiques Résumé : This study examined the feasibility of implementing the Screening Tool for Autism in Toddlers, an interactive Level-2 screen for autism spectrum disorder, within Part C Early Intervention settings. Participants included 69 Early Intervention providers (M age=43.3 years, 93.7% females, 92.4% Whites) from nine programs who attended a one-day Screening Tool for Autism in Toddlers training workshop. Half of the providers reported using the Screening Tool for Autism in Toddlers, and reported it to be feasible and effective. Regardless of Screening Tool for Autism in Toddlers use, providers reported increased knowledge about recognizing the early signs of autism spectrum disorder following the workshop. Provider-reported self-efficacy regarding skills related to autism spectrum disorder screening increased significantly from baseline to the 18-month follow-up. Providers also described the facilitators (e.g. promotes communication with families) and barriers (e.g. certification process), that influenced their adoption. Results highlight the potential use of the Screening Tool for Autism in Toddlers within Early Intervention settings to identify autism spectrum disorder, and suggest an implementation model in which specific providers serve as a screening œpoint-person, � rather than expecting it to be used by all providers. Future research should aim to identify characteristics of agencies or providers that might facilitate Screening Tool for Autism in Toddlers use, as well as specific implementation plans and strategies that might promote long-term sustainability of Level-2 screening practices. This study was registered on ClinicalTrials.gov before the time of the first study enrollee. Registration number: NCT02409303; URL: https://clinicaltrials.gov/ct2/show/NCT02409303 Lay abstract The early detection of autism spectrum disorder can lead to access to autism spectrum disorder-specific services that have been shown to have a large impact on a child’s overall development. Although a stable diagnosis of autism spectrum disorder can be made by age 2 years, most children are not diagnosed until much later. To address this issue, this study examined the effectiveness of training Part C Early Intervention providers to use an interactive autism spectrum disorder screening tool, the Screening Tool for Autism in Toddlers. Sixty-nine providers attended a 1-day training workshop on the use of the Screening Tool for Autism in Toddlers. After the workshop, providers reported increased knowledge about recognizing the early signs of autism spectrum disorder, and about 45% of the providers reported using the Screening Tool for Autism in Toddlers with families in their caseloads 18 months after the training. These results suggest that the Screening Tool for Autism in Toddlers is feasible for use within Early Intervention settings. In addition, they suggest that specific providers might serve as a screening œpoint-person, � rather than expecting the Screening Tool for Autism in Toddlers to be used by all providers. Future research should aim to identify specific characteristics of agencies or providers that might be best suited for using the Screening Tool for Autism in Toddlers. En ligne : http://dx.doi.org/10.1177/13623613221086329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] The implementation of the screening tool for autism in toddlers in Part C early intervention programs: An 18-month follow-up [Texte imprimé et/ou numérique] / Daina M. TAGAVI, Auteur ; Catherine C. DICK, Auteur ; Shana M. ATTAR, Auteur ; Lisa V. IBANEZ, Auteur ; Wendy L. STONE, Auteur . - p.173-187. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.173-187 Mots-clés : autism  implementation  screening Index. décimale : PER Périodiques Résumé : This study examined the feasibility of implementing the Screening Tool for Autism in Toddlers, an interactive Level-2 screen for autism spectrum disorder, within Part C Early Intervention settings. Participants included 69 Early Intervention providers (M age=43.3 years, 93.7% females, 92.4% Whites) from nine programs who attended a one-day Screening Tool for Autism in Toddlers training workshop. Half of the providers reported using the Screening Tool for Autism in Toddlers, and reported it to be feasible and effective. Regardless of Screening Tool for Autism in Toddlers use, providers reported increased knowledge about recognizing the early signs of autism spectrum disorder following the workshop. Provider-reported self-efficacy regarding skills related to autism spectrum disorder screening increased significantly from baseline to the 18-month follow-up. Providers also described the facilitators (e.g. promotes communication with families) and barriers (e.g. certification process), that influenced their adoption. Results highlight the potential use of the Screening Tool for Autism in Toddlers within Early Intervention settings to identify autism spectrum disorder, and suggest an implementation model in which specific providers serve as a screening œpoint-person, � rather than expecting it to be used by all providers. Future research should aim to identify characteristics of agencies or providers that might facilitate Screening Tool for Autism in Toddlers use, as well as specific implementation plans and strategies that might promote long-term sustainability of Level-2 screening practices. This study was registered on ClinicalTrials.gov before the time of the first study enrollee. Registration number: NCT02409303; URL: https://clinicaltrials.gov/ct2/show/NCT02409303 Lay abstract The early detection of autism spectrum disorder can lead to access to autism spectrum disorder-specific services that have been shown to have a large impact on a child’s overall development. Although a stable diagnosis of autism spectrum disorder can be made by age 2 years, most children are not diagnosed until much later. To address this issue, this study examined the effectiveness of training Part C Early Intervention providers to use an interactive autism spectrum disorder screening tool, the Screening Tool for Autism in Toddlers. Sixty-nine providers attended a 1-day training workshop on the use of the Screening Tool for Autism in Toddlers. After the workshop, providers reported increased knowledge about recognizing the early signs of autism spectrum disorder, and about 45% of the providers reported using the Screening Tool for Autism in Toddlers with families in their caseloads 18 months after the training. These results suggest that the Screening Tool for Autism in Toddlers is feasible for use within Early Intervention settings. In addition, they suggest that specific providers might serve as a screening œpoint-person, � rather than expecting the Screening Tool for Autism in Toddlers to be used by all providers. Future research should aim to identify specific characteristics of agencies or providers that might be best suited for using the Screening Tool for Autism in Toddlers. En ligne : http://dx.doi.org/10.1177/13623613221086329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

A longitudinal study of the mental health of autistic children and adolescents and their parents during COVID-19: Part 2, qualitative findings / Kathryn ASBURY in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.188-199 Titre : A longitudinal study of the mental health of autistic children and adolescents and their parents during COVID-19: Part 2, qualitative findings Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn ASBURY, Auteur ; Umar TOSEEB, Auteur Article en page(s) : p.188-199 Langues : Anglais (eng) Mots-clés : autism  COVID-19  longitudinal  mental health  mixed-methods  qualitative  quantitative  special educational needs Index. décimale : PER Périodiques Résumé : In Part 1 of this UK-based study, across four timepoints between March and October 2020, autistic children and young people showed higher levels of parent-reported depression and anxiety symptoms than those with other special educational needs and disabilities. In this study, we draw on qualitative data from 478 parents/carers of autistic pupils and those with other special educational needs and disabilities to conduct a longitudinal qualitative content analysis examining stability and change in the mental health of these young people, and their parents/carers, during the first 6 months of the COVID-19 pandemic. Worry and psychological distress were dominant categories at all timepoints and we noted that, in line with quantitative findings, worry in autistic pupils stayed stable over time but decreased for those with other special educational needs and disabilities. The third dominant category was wellbeing and we saw evidence that removing demands, especially the demand to attend school, was a driver of wellbeing for a significant minority of pupils, particularly autistic pupils, and their parents/carers. Overall, we observed no differences in mental health experiences between the two groups of parents, also mirroring quantitative findings. Lay abstract We know that autistic children and young people, and their caregivers, are at increased risk of mental ill health. We asked whether the first 6 months of COVID-19 exacerbated that risk, and whether the implications were different for autistic pupils and their caregivers, than for those with other special educational needs and difficulties. In a linked paper, we found that caregivers of autistic pupils reported higher levels of depression and anxiety symptoms in their children than parents of children with other special educational needs and difficulties (Toseeb & Asbury, 2022). For pupils with other special educational needs and difficulties, their parent-reported anxiety symptoms eased over time while remaining high throughout for autistic pupils. There were no differences in mental health and wellbeing between caregivers of autistic pupils and those with other special educational needs and difficulties. Here, we used parents’ written descriptions of their own and their child’s mental health during the first 6 months of COVID-19 to explore these linked findings in greater depth. We identified strong evidence of worry and distress for all, but most prominently autistic children and young people. Our finding that worry and distress declined over time for pupils with other special educational needs and difficulties, but not for autistic pupils, was supported and we observed a few differences between caregivers. We also found evidence of wellbeing throughout the sample, and examples of some (mainly autistic) pupils benefitting from a reduction in demands (e.g. going to school). This has implications for our understanding of the school experience for autistic pupils. Findings suggest that the mental health of autistic children and young people may have been disproportionately affected during the first 6 months of COVID-19 and that careful consideration of optimal support, from both health and education perspectives, is vital. En ligne : http://dx.doi.org/10.1177/13623613221086997 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] A longitudinal study of the mental health of autistic children and adolescents and their parents during COVID-19: Part 2, qualitative findings [Texte imprimé et/ou numérique] / Kathryn ASBURY, Auteur ; Umar TOSEEB, Auteur . - p.188-199. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.188-199 Mots-clés : autism  COVID-19  longitudinal  mental health  mixed-methods  qualitative  quantitative  special educational needs Index. décimale : PER Périodiques Résumé : In Part 1 of this UK-based study, across four timepoints between March and October 2020, autistic children and young people showed higher levels of parent-reported depression and anxiety symptoms than those with other special educational needs and disabilities. In this study, we draw on qualitative data from 478 parents/carers of autistic pupils and those with other special educational needs and disabilities to conduct a longitudinal qualitative content analysis examining stability and change in the mental health of these young people, and their parents/carers, during the first 6 months of the COVID-19 pandemic. Worry and psychological distress were dominant categories at all timepoints and we noted that, in line with quantitative findings, worry in autistic pupils stayed stable over time but decreased for those with other special educational needs and disabilities. The third dominant category was wellbeing and we saw evidence that removing demands, especially the demand to attend school, was a driver of wellbeing for a significant minority of pupils, particularly autistic pupils, and their parents/carers. Overall, we observed no differences in mental health experiences between the two groups of parents, also mirroring quantitative findings. Lay abstract We know that autistic children and young people, and their caregivers, are at increased risk of mental ill health. We asked whether the first 6 months of COVID-19 exacerbated that risk, and whether the implications were different for autistic pupils and their caregivers, than for those with other special educational needs and difficulties. In a linked paper, we found that caregivers of autistic pupils reported higher levels of depression and anxiety symptoms in their children than parents of children with other special educational needs and difficulties (Toseeb & Asbury, 2022). For pupils with other special educational needs and difficulties, their parent-reported anxiety symptoms eased over time while remaining high throughout for autistic pupils. There were no differences in mental health and wellbeing between caregivers of autistic pupils and those with other special educational needs and difficulties. Here, we used parents’ written descriptions of their own and their child’s mental health during the first 6 months of COVID-19 to explore these linked findings in greater depth. We identified strong evidence of worry and distress for all, but most prominently autistic children and young people. Our finding that worry and distress declined over time for pupils with other special educational needs and difficulties, but not for autistic pupils, was supported and we observed a few differences between caregivers. We also found evidence of wellbeing throughout the sample, and examples of some (mainly autistic) pupils benefitting from a reduction in demands (e.g. going to school). This has implications for our understanding of the school experience for autistic pupils. Findings suggest that the mental health of autistic children and young people may have been disproportionately affected during the first 6 months of COVID-19 and that careful consideration of optimal support, from both health and education perspectives, is vital. En ligne : http://dx.doi.org/10.1177/13623613221086997 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students / Tomisin OREDIPE in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.200-212 Titre : Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students Type de document : Texte imprimé et/ou numérique Auteurs : Tomisin OREDIPE, Auteur ; Bella KOFNER, Auteur ; Ariana RICCIO, Auteur ; Eilidh CAGE, Auteur ; Jonathan VINCENT, Auteur ; Steven K. KAPP, Auteur ; Patrick DWYER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.200-212 Langues : Anglais (eng) Mots-clés : autistic adults  disclosure  neurodiversity  participatory  quality of life  university  well-being Index. décimale : PER Périodiques Résumé : Many autistic people do not learn they are autistic until adulthood. Parents may wait to tell a child they are autistic until they feel the child is œready. � In this study, a participatory team of autistic and non-autistic researchers examined whether learning one is autistic at a younger age is associated with heightened well-being and Autism-Specific Quality of Life among autistic university students. Autistic students (n=78) completed an online survey. They shared when and how they learned they were autistic, how they felt about autism when first learning they are autistic and now, and when they would tell autistic children about their autism. Learning one is autistic earlier was associated with heightened quality of life and well-being in adulthood. However, learning one is autistic at an older age was associated with more positive emotions about autism when first learning one is autistic. Participants expressed both positive and negative emotions about autism and highlighted contextual factors to consider when telling a child about autism. Findings suggest that telling a child that they are autistic at a younger age empowers them by providing access to support and a foundation for self-understanding that helps them thrive in adulthood. Lay abstract People learn they are autistic at different ages. We wanted to know if telling kids they are autistic earlier helps them feel better about their lives when they grow up. We are a team of autistic and non-autistic students and professors. Seventy-eight autistic university students did our online survey. They shared how they found out they were autistic and how they felt about being autistic. They also shared how they feel about their lives now. Around the same number of students learned they were autistic from doctors and parents. Students who learned they were autistic when they were younger felt happier about their lives than people who learned they were autistic when they were older. Students who learned they were autistic when they were older felt happier about being autistic when they first found out than people who did not have to wait as long. Our study shows that it is probably best to tell people they are autistic as soon as possible. The students who did our study did not think it was a good idea to wait until children are adults to tell them they are autistic. They said that parents should tell their children they are autistic in ways that help them understand and feel good about who they are. En ligne : http://dx.doi.org/10.1177/13623613221086700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students [Texte imprimé et/ou numérique] / Tomisin OREDIPE, Auteur ; Bella KOFNER, Auteur ; Ariana RICCIO, Auteur ; Eilidh CAGE, Auteur ; Jonathan VINCENT, Auteur ; Steven K. KAPP, Auteur ; Patrick DWYER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.200-212. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.200-212 Mots-clés : autistic adults  disclosure  neurodiversity  participatory  quality of life  university  well-being Index. décimale : PER Périodiques Résumé : Many autistic people do not learn they are autistic until adulthood. Parents may wait to tell a child they are autistic until they feel the child is œready. � In this study, a participatory team of autistic and non-autistic researchers examined whether learning one is autistic at a younger age is associated with heightened well-being and Autism-Specific Quality of Life among autistic university students. Autistic students (n=78) completed an online survey. They shared when and how they learned they were autistic, how they felt about autism when first learning they are autistic and now, and when they would tell autistic children about their autism. Learning one is autistic earlier was associated with heightened quality of life and well-being in adulthood. However, learning one is autistic at an older age was associated with more positive emotions about autism when first learning one is autistic. Participants expressed both positive and negative emotions about autism and highlighted contextual factors to consider when telling a child about autism. Findings suggest that telling a child that they are autistic at a younger age empowers them by providing access to support and a foundation for self-understanding that helps them thrive in adulthood. Lay abstract People learn they are autistic at different ages. We wanted to know if telling kids they are autistic earlier helps them feel better about their lives when they grow up. We are a team of autistic and non-autistic students and professors. Seventy-eight autistic university students did our online survey. They shared how they found out they were autistic and how they felt about being autistic. They also shared how they feel about their lives now. Around the same number of students learned they were autistic from doctors and parents. Students who learned they were autistic when they were younger felt happier about their lives than people who learned they were autistic when they were older. Students who learned they were autistic when they were older felt happier about being autistic when they first found out than people who did not have to wait as long. Our study shows that it is probably best to tell people they are autistic as soon as possible. The students who did our study did not think it was a good idea to wait until children are adults to tell them they are autistic. They said that parents should tell their children they are autistic in ways that help them understand and feel good about who they are. En ligne : http://dx.doi.org/10.1177/13623613221086700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Reasons for alcohol use and non-use by underage U.S. autistic youth: A qualitative study / Emily F. ROTHMAN in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.213-225 Titre : Reasons for alcohol use and non-use by underage U.S. autistic youth: A qualitative study Type de document : Texte imprimé et/ou numérique Auteurs : Emily F. ROTHMAN, Auteur ; Laura GRAHAM HOLMES, Auteur ; Dani BROOKS, Auteur ; Shari KRAUSS, Auteur ; Reid CAPLAN, Auteur Article en page(s) : p.213-225 Langues : Anglais (eng) Mots-clés : adolescents  qualitative research  social cognition and social behavior Index. décimale : PER Périodiques Résumé : This study describes the views and experiences of autistic youth about alcohol, including reasons for use and nonuse. We conducted 40 semi-structured interviews with autistic youth aged 16-20 years old. Of these, 20 had consumed alcohol in the past year. We used an inductive content-based analysis approach. Youth were deliberate about their choices to use, or abstain from, alcohol. Some conducted their own background research on the effects of alcohol, while others took a very measured approach to drinking and paced their alcohol consumption during drinking episodes with care. Reasons not to drink included fear of developing alcohol addiction, not liking the taste of alcohol, concern about alcohol interacting with prescribed medications, as well as the desire to avoid hangover, disinhibition, or other negative effects. On the contrary, youth had some positive alcohol expectancies: non-autistic people are more accepting when drinking, alcohol helps autistic people cope with problems, irritability, boredom, and sensory processing challenges, and helps them fit in. Results reveal that alcohol use disorder in autistic adults could have its roots in underage experiences that provide temporary relief from social anxiety, feeling socially isolated, and challenges with sensory processing. The development of evidence-based youth alcohol prevention strategies for autistic youth may be an important next step. Lay abstract What is already known about the topic? Hazardous alcohol use is when a person’s drinking puts them at increased risk for negative events (e.g. health problems or car crashes). Some studies show that autistic people may be at greater risk for hazardous alcohol use than non-autistic people, while other studies have found that hazardous alcohol use is less common among autistic people than non-autistic people. We need to learn why autistic underage youth choose to drink alcohol or not. The goal of this study was to learn from US autistic youth about their attitudes and behavior related to alcohol. Forty autistic youth aged 16-20 years old were interviewed. What this article adds? Youth described several reasons why they choose to drink alcohol, including feeling like non-autistic people are more accepting when drinking, that it puts them in a less irritable or bored mood, helps them cope with problems, and helps them fit in. Reasons for not drinking alcohol include worries about becoming addicted, medication interactions, not liking the taste, fear of experiencing hangover and other health problems, and concern about acting foolish when drunk. Implications for practice, research, or policy Results reveal that hazardous alcohol use in autistic adults could have its roots in underage experiences that give autistic youth temporary relief from social anxiety, feeling lonely, and challenges with sensory processing. Right now, there are no evidence-based alcohol prevention programs in the United States for autistic people. One or more such programs may be needed. The results from this study could be used to adapt existing programs for non-autistic youth to the unique needs and risk factors of autistic youth. En ligne : http://dx.doi.org/10.1177/13623613221091319 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Reasons for alcohol use and non-use by underage U.S. autistic youth: A qualitative study [Texte imprimé et/ou numérique] / Emily F. ROTHMAN, Auteur ; Laura GRAHAM HOLMES, Auteur ; Dani BROOKS, Auteur ; Shari KRAUSS, Auteur ; Reid CAPLAN, Auteur . - p.213-225. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.213-225 Mots-clés : adolescents  qualitative research  social cognition and social behavior Index. décimale : PER Périodiques Résumé : This study describes the views and experiences of autistic youth about alcohol, including reasons for use and nonuse. We conducted 40 semi-structured interviews with autistic youth aged 16-20 years old. Of these, 20 had consumed alcohol in the past year. We used an inductive content-based analysis approach. Youth were deliberate about their choices to use, or abstain from, alcohol. Some conducted their own background research on the effects of alcohol, while others took a very measured approach to drinking and paced their alcohol consumption during drinking episodes with care. Reasons not to drink included fear of developing alcohol addiction, not liking the taste of alcohol, concern about alcohol interacting with prescribed medications, as well as the desire to avoid hangover, disinhibition, or other negative effects. On the contrary, youth had some positive alcohol expectancies: non-autistic people are more accepting when drinking, alcohol helps autistic people cope with problems, irritability, boredom, and sensory processing challenges, and helps them fit in. Results reveal that alcohol use disorder in autistic adults could have its roots in underage experiences that provide temporary relief from social anxiety, feeling socially isolated, and challenges with sensory processing. The development of evidence-based youth alcohol prevention strategies for autistic youth may be an important next step. Lay abstract What is already known about the topic? Hazardous alcohol use is when a person’s drinking puts them at increased risk for negative events (e.g. health problems or car crashes). Some studies show that autistic people may be at greater risk for hazardous alcohol use than non-autistic people, while other studies have found that hazardous alcohol use is less common among autistic people than non-autistic people. We need to learn why autistic underage youth choose to drink alcohol or not. The goal of this study was to learn from US autistic youth about their attitudes and behavior related to alcohol. Forty autistic youth aged 16-20 years old were interviewed. What this article adds? Youth described several reasons why they choose to drink alcohol, including feeling like non-autistic people are more accepting when drinking, that it puts them in a less irritable or bored mood, helps them cope with problems, and helps them fit in. Reasons for not drinking alcohol include worries about becoming addicted, medication interactions, not liking the taste, fear of experiencing hangover and other health problems, and concern about acting foolish when drunk. Implications for practice, research, or policy Results reveal that hazardous alcohol use in autistic adults could have its roots in underage experiences that give autistic youth temporary relief from social anxiety, feeling lonely, and challenges with sensory processing. Right now, there are no evidence-based alcohol prevention programs in the United States for autistic people. One or more such programs may be needed. The results from this study could be used to adapt existing programs for non-autistic youth to the unique needs and risk factors of autistic youth. En ligne : http://dx.doi.org/10.1177/13623613221091319 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Suicidal ideation and intentional self-inflicted injury in autism spectrum disorder and intellectual disability: An examination of trends in youth emergency department visits in the United States from 2006 to 2014 / Paige E. CERVANTES in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.226-243 Titre : Suicidal ideation and intentional self-inflicted injury in autism spectrum disorder and intellectual disability: An examination of trends in youth emergency department visits in the United States from 2006 to 2014 Type de document : Texte imprimé et/ou numérique Auteurs : Paige E. CERVANTES, Auteur ; Derek S. BROWN, Auteur ; Sarah M. HORWITZ, Auteur Article en page(s) : p.226-243 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  emergency department  intellectual disability  NEDS  youth suicide Index. décimale : PER Périodiques Résumé : Substantial efforts have been dedicated to understanding, assessing, and managing suicide risk in youth broadly. However, little attention has been focused specifically on autistic youth and youth with intellectual disability. Because emergency departments are an essential point of suicide-related care, we used the National Emergency Department Sample databases to explore differences in prevalence of U.S. emergency department visits with a suicidal ideation or intentional self-inflicted injury ICD-9 diagnostic code by autistic youth, youth with intellectual disability, and youth without these diagnoses (i.e. the comparison group). Emergency department visits with a suicidal ideation or intentional self-inflicted injury diagnosis were more prevalent in autistic youth (5.1%) and youth with intellectual disability (6.6%) than in the comparison group (1.2%). Similar results were found when examining visits with a suicidal ideation diagnosis and with an intentional self-inflicted injury diagnosis separately. Prevalence of these emergency department visits increased more from 2006 to 2014 in autistic youth and in youth with intellectual disability than in the comparison group and were correlated with common and distinct sociodemographic and clinical factors across groups. Results suggest autistic youth and youth with intellectual disability may be uniquely vulnerable to suicide risk, highlighting the urgency of addressing suicidality and self-harm in these groups, particularly within emergency department settings. Lay abstract Youth suicide is a major problem in the United States and globally, but little is known about suicide risk in autistic youth and youth with intellectual disability specifically. Using data from the National Emergency Department Sample, which is the largest database of emergency department visits in the United States, we found that emergency department visits with a suicidal ideation or intentional self-inflicted injury diagnosis were more common in autistic youth and youth with intellectual disability than in youth without these diagnoses (i.e. the comparison group). This was true when examining both suicidal ideation diagnoses and intentional self-inflicted injury diagnoses at emergency department visits. In addition, the number of emergency department visits with a suicidal ideation or intentional self-inflicted injury diagnosis increased more from 2006 to 2014 in autistic youth and youth with intellectual disability compared with the comparison group. We also found both similarities and differences when examining factors, such as age, sex, and co-occurring mental health conditions, related to emergency department visits with a suicidal ideation or intentional self-inflicted injury diagnosis across groups that may be helpful for understanding suicide risk. It is urgent that we improve our understanding, assessment, and treatment of suicidality and self-harm in these groups through more research and clinical efforts. En ligne : http://dx.doi.org/10.1177/13623613221091316 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Suicidal ideation and intentional self-inflicted injury in autism spectrum disorder and intellectual disability: An examination of trends in youth emergency department visits in the United States from 2006 to 2014 [Texte imprimé et/ou numérique] / Paige E. CERVANTES, Auteur ; Derek S. BROWN, Auteur ; Sarah M. HORWITZ, Auteur . - p.226-243. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.226-243 Mots-clés : autism spectrum disorder  emergency department  intellectual disability  NEDS  youth suicide Index. décimale : PER Périodiques Résumé : Substantial efforts have been dedicated to understanding, assessing, and managing suicide risk in youth broadly. However, little attention has been focused specifically on autistic youth and youth with intellectual disability. Because emergency departments are an essential point of suicide-related care, we used the National Emergency Department Sample databases to explore differences in prevalence of U.S. emergency department visits with a suicidal ideation or intentional self-inflicted injury ICD-9 diagnostic code by autistic youth, youth with intellectual disability, and youth without these diagnoses (i.e. the comparison group). Emergency department visits with a suicidal ideation or intentional self-inflicted injury diagnosis were more prevalent in autistic youth (5.1%) and youth with intellectual disability (6.6%) than in the comparison group (1.2%). Similar results were found when examining visits with a suicidal ideation diagnosis and with an intentional self-inflicted injury diagnosis separately. Prevalence of these emergency department visits increased more from 2006 to 2014 in autistic youth and in youth with intellectual disability than in the comparison group and were correlated with common and distinct sociodemographic and clinical factors across groups. Results suggest autistic youth and youth with intellectual disability may be uniquely vulnerable to suicide risk, highlighting the urgency of addressing suicidality and self-harm in these groups, particularly within emergency department settings. Lay abstract Youth suicide is a major problem in the United States and globally, but little is known about suicide risk in autistic youth and youth with intellectual disability specifically. Using data from the National Emergency Department Sample, which is the largest database of emergency department visits in the United States, we found that emergency department visits with a suicidal ideation or intentional self-inflicted injury diagnosis were more common in autistic youth and youth with intellectual disability than in youth without these diagnoses (i.e. the comparison group). This was true when examining both suicidal ideation diagnoses and intentional self-inflicted injury diagnoses at emergency department visits. In addition, the number of emergency department visits with a suicidal ideation or intentional self-inflicted injury diagnosis increased more from 2006 to 2014 in autistic youth and youth with intellectual disability compared with the comparison group. We also found both similarities and differences when examining factors, such as age, sex, and co-occurring mental health conditions, related to emergency department visits with a suicidal ideation or intentional self-inflicted injury diagnosis across groups that may be helpful for understanding suicide risk. It is urgent that we improve our understanding, assessment, and treatment of suicidality and self-harm in these groups through more research and clinical efforts. En ligne : http://dx.doi.org/10.1177/13623613221091316 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Autistic children who create imaginary companions: Evidence of social benefits / Paige E. DAVIS in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.244-252 Titre : Autistic children who create imaginary companions: Evidence of social benefits Type de document : Texte imprimé et/ou numérique Auteurs : Paige E. DAVIS, Auteur ; Jessica SLATER, Auteur ; David MARSHALL, Auteur ; Diana L. ROBINS, Auteur Article en page(s) : p.244-252 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  imaginary companions  social understanding  theory of mind Index. décimale : PER Périodiques Résumé : Past research shows that autistic children can and do create imaginary companions (ICs), and that these ICs resemble those that neurotypical children create. Neurotypical children creating ICs have been found to have significantly more developed theory of mind (ToM) and social understanding among other enhanced social cognitive skills. The study set out to determine if this finding applies to autistic children. Parents of 124 (38 female) autistic children, ages from 5 to -12 years old, completed questionnaires evaluating communication, social understanding, and social skills. Children with ICs had significantly higher ToM and social skills scores regardless of their communication abilities. Findings suggest that there is a variability in ToM and social skills in autistic children in reference to an IC play profile. Results are discussed in terms of direction of causality and lab-based investigations. Lay abstract Research on neurotypical children with imaginary friends has found that those with imaginary friends have better social skills and are more able to think about how other people’s minds work compared to children without imaginary friends. Research shows that some autistic children also create imaginary friends. This article is the first to look at whether or not autistic children with imaginary friends have stronger social skills and an improved ability to think about others’ minds than those without imaginary friends. We asked parents to report about their children aged 5 to 12. Finding almost half reported their child had an imaginary friend, a much larger number than previous research with younger children. Our findings also suggested that autistic children with imaginary friends were better able to understand others’ minds and had stronger social skills than their peers without imaginary friends. The children’s language ability did not influence this. The findings of this study add to the evidence that with respect to the creation imaginary friends and their potential benefits, the play profiles of autistic children are similar to the general population. It also provides more evidence that the understanding of others’ minds is not all or nothing in autism and gives reason for researchers to investigate whether the causes of these differences are the same or different for autistic children. En ligne : http://dx.doi.org/10.1177/13623613221092195 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Autistic children who create imaginary companions: Evidence of social benefits [Texte imprimé et/ou numérique] / Paige E. DAVIS, Auteur ; Jessica SLATER, Auteur ; David MARSHALL, Auteur ; Diana L. ROBINS, Auteur . - p.244-252. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.244-252 Mots-clés : autism spectrum disorders  imaginary companions  social understanding  theory of mind Index. décimale : PER Périodiques Résumé : Past research shows that autistic children can and do create imaginary companions (ICs), and that these ICs resemble those that neurotypical children create. Neurotypical children creating ICs have been found to have significantly more developed theory of mind (ToM) and social understanding among other enhanced social cognitive skills. The study set out to determine if this finding applies to autistic children. Parents of 124 (38 female) autistic children, ages from 5 to -12 years old, completed questionnaires evaluating communication, social understanding, and social skills. Children with ICs had significantly higher ToM and social skills scores regardless of their communication abilities. Findings suggest that there is a variability in ToM and social skills in autistic children in reference to an IC play profile. Results are discussed in terms of direction of causality and lab-based investigations. Lay abstract Research on neurotypical children with imaginary friends has found that those with imaginary friends have better social skills and are more able to think about how other people’s minds work compared to children without imaginary friends. Research shows that some autistic children also create imaginary friends. This article is the first to look at whether or not autistic children with imaginary friends have stronger social skills and an improved ability to think about others’ minds than those without imaginary friends. We asked parents to report about their children aged 5 to 12. Finding almost half reported their child had an imaginary friend, a much larger number than previous research with younger children. Our findings also suggested that autistic children with imaginary friends were better able to understand others’ minds and had stronger social skills than their peers without imaginary friends. The children’s language ability did not influence this. The findings of this study add to the evidence that with respect to the creation imaginary friends and their potential benefits, the play profiles of autistic children are similar to the general population. It also provides more evidence that the understanding of others’ minds is not all or nothing in autism and gives reason for researchers to investigate whether the causes of these differences are the same or different for autistic children. En ligne : http://dx.doi.org/10.1177/13623613221092195 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Toward deeper understanding and wide-scale implementation of naturalistic developmental behavioral interventions / Sophia R. D’AGOSTINO in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.253-258 Titre : Toward deeper understanding and wide-scale implementation of naturalistic developmental behavioral interventions Type de document : Texte imprimé et/ou numérique Auteurs : Sophia R. D’AGOSTINO, Auteur ; Ana D. DUEÑAS, Auteur ; Alice BRAVO, Auteur ; Kelsie TYSON, Auteur ; Diondra STRAITON, Auteur ; Giovanna L. SALVATORE, Auteur ; Cressida PACIA, Auteur ; Melanie PELLECCHIA, Auteur Article en page(s) : p.253-258 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  early intervention  naturalistic developmental behavioral interventions Index. décimale : PER Périodiques Résumé : Naturalistic Developmental Behavioral Interventions (NDBIs) have a strong and growing evidence base. Yet, NDBIs are not implemented on a wide scale within early intervention programs for children on the autism spectrum. Potential reasons for the slow adoption of NDBIs likely stem from the differing theoretical orientations of behavioral and developmental sciences from which NDBI are derived, and a lack of training, knowledge, and support for implementing NDBIs within the behavior analytic community. In support of efforts to promote wide-scale implementation of NDBIs, we clarify their common features, discuss possible misconceptions, offer reasons why NDBIs should be widely implemented, and provide recommendations to the autism service community, intervention developers, and researchers to improve their dissemination and implementation. Lay Abstract Naturalistic Developmental Behavioral Interventions (NDBIs) are a group of early interventions that use a variety of strategies from applied behavioral and developmental sciences. Although Naturalistic Developmental Behavioral Interventions have been demonstrated effective, Naturalistic Developmental Behavioral Interventions are not implemented on a wide scale within early intervention programs for children on the autism spectrum. Potential reasons likely stem from differing theoretical orientations of developmental and behavioral sciences and practitioners’ lack training, knowledge, and support for implementing Naturalistic Developmental Behavioral Interventions. In support of efforts to promote wide-scale implementation of Naturalistic Developmental Behavioral Interventions, we (1) clarify their common features, (2) discuss possible misconceptions, and (3) offer reasons why Naturalistic Developmental Behavioral Interventions should be widely implemented. We also provide recommendations to the autism service community, intervention developers, and researchers. En ligne : http://dx.doi.org/10.1177/13623613221121427 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Toward deeper understanding and wide-scale implementation of naturalistic developmental behavioral interventions [Texte imprimé et/ou numérique] / Sophia R. D’AGOSTINO, Auteur ; Ana D. DUEÑAS, Auteur ; Alice BRAVO, Auteur ; Kelsie TYSON, Auteur ; Diondra STRAITON, Auteur ; Giovanna L. SALVATORE, Auteur ; Cressida PACIA, Auteur ; Melanie PELLECCHIA, Auteur . - p.253-258. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.253-258 Mots-clés : autism spectrum disorders  early intervention  naturalistic developmental behavioral interventions Index. décimale : PER Périodiques Résumé : Naturalistic Developmental Behavioral Interventions (NDBIs) have a strong and growing evidence base. Yet, NDBIs are not implemented on a wide scale within early intervention programs for children on the autism spectrum. Potential reasons for the slow adoption of NDBIs likely stem from the differing theoretical orientations of behavioral and developmental sciences from which NDBI are derived, and a lack of training, knowledge, and support for implementing NDBIs within the behavior analytic community. In support of efforts to promote wide-scale implementation of NDBIs, we clarify their common features, discuss possible misconceptions, offer reasons why NDBIs should be widely implemented, and provide recommendations to the autism service community, intervention developers, and researchers to improve their dissemination and implementation. Lay Abstract Naturalistic Developmental Behavioral Interventions (NDBIs) are a group of early interventions that use a variety of strategies from applied behavioral and developmental sciences. Although Naturalistic Developmental Behavioral Interventions have been demonstrated effective, Naturalistic Developmental Behavioral Interventions are not implemented on a wide scale within early intervention programs for children on the autism spectrum. Potential reasons likely stem from differing theoretical orientations of developmental and behavioral sciences and practitioners’ lack training, knowledge, and support for implementing Naturalistic Developmental Behavioral Interventions. In support of efforts to promote wide-scale implementation of Naturalistic Developmental Behavioral Interventions, we (1) clarify their common features, (2) discuss possible misconceptions, and (3) offer reasons why Naturalistic Developmental Behavioral Interventions should be widely implemented. We also provide recommendations to the autism service community, intervention developers, and researchers. En ligne : http://dx.doi.org/10.1177/13623613221121427 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Reflections on my experiences as a non-autistic autism researcher / Sandy THOMPSON-HODGETTS in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.259-261 Titre : Reflections on my experiences as a non-autistic autism researcher Type de document : Texte imprimé et/ou numérique Auteurs : Sandy THOMPSON-HODGETTS, Auteur Article en page(s) : p.259-261 Langues : Anglais (eng) Mots-clés : collaboration  participatory research  positionally  reflexivity Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613221121432 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Reflections on my experiences as a non-autistic autism researcher [Texte imprimé et/ou numérique] / Sandy THOMPSON-HODGETTS, Auteur . - p.259-261. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.259-261 Mots-clés : collaboration  participatory research  positionally  reflexivity Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613221121432 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491